Animal Rights, Human Values, Social Action Social Values, Human Rights, Animal

ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION SOCIAL VALUES, HUMAN RIGHTS, ANIMAL

www.animalsandus.org.nz

Animals & Us is a SAFE humane education programme designed to advance knowledge and critical thinking about the relationship between human and non-human animals, while fostering attitudes

and values of compassion, respect and empathy.

A HUMANE EDUCATION RESOURCE EDUCATION HUMANE A

PO Box 13366, Level 1, 145 Armagh Street, Christchurch, New Zealand, 8011 ISSUE: 2 www.safe.org.nz

ISSN: 117-3804 ADDITIONAL RESOURCES ISSUE: 2

DVD containing:

10 visual and oral texts — current affairs, news footage and ﬁlm clips.

21 printable images — ideal for students as visual aids.

If this DVD is misplaced or damaged a free replacement copy is available on request. See page [ii] for contact details. RESOURCE MATERIALS

WEBSITE offering: invaluable, free SUITABLE FOR YEARS 9-13 IN information for both teachers and students SOCIAL STUDIES, HISTORY AND ENGLISH — enhancing critical thinking about the relationship between humans and animals.

www.animalsandus.org.nz

ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION i CONTENTS

v Foreword vi About SAFE and Animals & Us vision and mission statement vii Acknowledgements

The views expressed within this resource are not necessarily those of SAFE Inc., nor of all the contributors. INTRODUCTION

2 Animal Rights, Human Values, Social Action Published by Save Animals From Exploitation Incorporated (SAFE Inc.) 2 Why study human-animal relationships? © SAFE Inc. 2008 3 Human-animal relationships, Social Studies and The New Zealand Curriculum

SAFE Inc. PO Box 13 366 Level 1 145 Armagh Street SECTION 1: In the Classroom: Units of Study Christchurch New Zealand 6 Animal Rights, Human Values, Social Action

7 SOCIAL STUDIES - Unit of Study 1 Humans and Animals, Rights and Wrongs (Year 10-11) Phone: 03 379 9711 Fax: 03 379 9711 12 SOCIAL STUDIES - Unit of Study 2 Email: [email protected] Making a Difference: Animal Rights and Social Action (Year 10-11)

www.safe.org.nz 20 SOCIAL STUDIES - Unit of Study 3 The Company of Animals: A Social Studies Enquiry into ‘Pet’-Keeping (Year 10-11) Cover design FLIGHTLESS 24 SOCIAL STUDIES - Unit of Study 4 www.ﬂightless.co.nz “We Owe it to the Animals to Help Them”: Social Action and Social Identity (Year 11-12)

27 SOCIAL STUDIES - Unit of Study 5 Layout “Can They Suffer?”: The History of Animal Rights (Year 12-13) ANTHONY TERRY 32 SOCIAL STUDIES - Unit of Study 6 Animal Factories: Industrialisation and its Effects on Human-Animal Relations (Year 12-13) Printer BLUE PRINT LTD

ISSN: 117-3804 SECTION 2: Resources and texts

www.animalsandus.org.nz 40 List of texts

43 EXTENDED WRITTEN TEXTS

44 NON-FICTION

123 FICTION

129 SHORT WRITTEN TEXTS

130 MAGAZINE

148 NEWSPAPER

ii ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION iii CONTENTS forewOrd

SECTION 2: Resources and texts cont... When I first wrote a book about the It is vital that our school curriculum emotional world of animals some reflects these issues. Children are 157 WRITTEN AND VISUAL TEXTS thirteen years ago, called When subjected to a socialisation process Elephants Weep, I was surprised at how that resembles indoctrination through 158 ADVERTISEMENTS popular it became, selling over a million the family they grow up in. There is Range of SAFE adverts. copies, and being translated into 25 nothing wrong with this, as long as we different languages. I cannot tell you how recognise that there is a plurality of 159 POSTERS many people wrote to me and told me values, even in society at large. One of Anti-fur and anti-leather posters. how much this book had affected their the advantages of sending children to life. Some even became vegetarian after school is that they are exposed to a Jeffrey Moussaieff Masson 160 CAMPAIGN MATERIALS reading it. Others found that they had greater degree of diversity of opinion. renewed respect for animals, and some It is only comparatively recently that Bestselling author of books about Packed with Cruelty. the emotional lives of animals. Love Pigs. of them went on to devote their careers issues of social justice have been raised to helping them in whatever way they in schools, whether it be racism, the 162 LEAFLETS could. Some became veterinarians, history of slavery, genocide, and now, Animals and Us. others took advanced degrees in animal perhaps for the first time in history, the Caring Consumer Guide. science, and a few wrote books like my way we treat animals. own. 163 STICKERS, BADGES, T-SHIRTS So a programme like Animals & Us, Range of slogans. There is a growing movement in and especially this booklet, Animal America, in Europe and now in New Rights, Human Values, Social Action, is 164 CARTOONS Zealand to think about our relationship well positioned to make a difference to animals more carefully than we have in schools in a way that was simply 165 ELECTRONIC TEXTS in the past. The collective values of our not possible previously. This is because Western society are changing rapidly: Animals & Us is designed specifically VISUAL AND ORAL TEXTS (ON DVD) ecological sustainability is important for to encourage school students to think the maintenance of human life on our carefully and critically about human- NEWS vulnerable planet. Never before have animal relationships. Duck Shooting. TV One News, 5 May 2007. © TVNZ Archive. 1.47 minutes. so many people put their talents and minds to work thinking about solutions My wife is a pediatrician, dedicated to CURRENT AFFAIRS to global warming and other problems the health and wellbeing of children. Animal Crazy — Part Two. Sunday, 3 June 2007. © TVNZ Archive. 5.42 minutes. facing our environment. The ways we We have two boys, Manu six, and Ilan, treat animals play a major role in this 11. I want them to be exposed to many TELEVISION COMMERCIAL emerging ethic. Similarly, when we different points of view, not merely Love Pigs. SAFE Inc. © 2007. 30 seconds. think about equity today we are more the ones we are inculcating at home. inclined than ever to consider the wider Animals & Us can help to accomplish FILMS community of sentient beings, that is, all this goal. The point is not to ensure that A Cow at My Table. Flying Eye Productions. © 1998. 35 minutes. other animals, and not just the human students agree with the texts contained Earthlings. Nation Earth. © 2003. 8 minutes. animal. We are all embedded in social, in this resource, but to provide them The Meatrix. Free Range Studios. © 2003. 3.30 minutes. cultural and environmental webs that with a range of previously unavailable are rapidly expanding: no longer can we points of view so they can learn how ACTIVIST FOOTAGE simply look to our own personal good to evaluate for themselves the many Mad World. NZ Open Rescue. Summer 2006/7. 7 minutes. without considering that of all other and urgent problems facing our world. Piglet Rescue. NZ Open Rescue. 11 May 2008. 6 minutes. beings who inhabit our planet. Never I can think of few things that will be Queen Street Pig Action, Auckland. SAFE. 27 October 2007. 1 minute. before did we have the science to make of as much value to the minds of our Hawkes Bay, Anti-vivisection Protests. Save the Beagles. April 2008. 1.15 minutes. us aware of how dependent we are on cherished young adults than learning what might, at first glance, appear to about the worth of all animals, not just PHOTO GALLERY be creatures far removed from human the human animal. Animals & Us takes a SAFE photo gallery (21 images). interests. The health of the planet, and large step in that desired direction. so our own health, is deeply enmeshed with the health of fish, birds, mammals SECTION 3: Other resources, links and glossary and even invertebrates.

170 An introductory bibliography

173 Website links

174 Glossary

iv ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION v about safe ACKNOWLEDGEMENTS

SAFE’s vision is of a society in which all Animal Rights, Human Values, Social Berg; Brill; Charles Patterson; Dan animals are understood and respected Action is the second issue in the Piraro; GRACE; Jennifer Abbott; Linda in such a way that they are no longer SAFE Animals & Us education series. Kalof; Nation Earth; Open Gate Press; exploited, abused or made to suffer. Our This issue introduces the learner to Palgrave Macmillan; Penguin Group; purpose is to achieve this vision through the philosophies and history of the Peter Singer; PMCA; Richard Ryder; The educating and advocating to: modern animal rights movement and Animals’ and Society Institute and The explores how social action is driven Animals’ Voice, who allowed us to use Founded in 1932, SAFE (Save Animals • Change attitudes by human values. Putting together a their works free of charge. From Exploitation) is a leading and • Create awareness document that encapsulates a social unique voice for animals in New • Foster compassion justice movement is no small feat. Sadly, Creating a booklet like this comes at Zealand. SAFE is New Zealand’s largest Nichola Kriek • Challenge cruel and exploitative many excellent contributors were considerable expense. Animals & Us are SAFE’s Education Officer and most respected animal rights practices not able to be included due to lack of very grateful to the Lion Foundation, organisation and is regularly contacted space. I would certainly recommend The Southern Trust and especially the for advice and comment on animal SAFE was the first animal advocacy that anyone with an interest in this Winsome Constance Kindness Trust issues. group to draw national public attention subject matter take a look through the who gave grants towards this important to the plight of animals in factory farms introductory bibliography. project. With over 10,000 members, supporters, in 1993 when, on 60 Minutes, SAFE a small, dedicated staff and a team of campaigner Hans Kriek exposed the confrontational and provocative, but this No book is ever the product of one Animals & Us is particularly indebted to volunteers working around the country, appalling living conditions of battery is often due to the disturbing nature of person’s efforts, and certainly this one those who volunteered their time and SAFE undertakes high-profile campaigns, hens in New Zealand. In 2000 SAFE the abuse inflicted on animals. It takes is no different. It would never have experience. Thanks to Debbie Matthews public stalls, displays, demonstrations, successfully negotiated the relocation of courage to stand out from the crowd become a reality without the assistance, and Graeme Mulholland for creating meetings, education visits, research, circus chimpanzees Buddy and Sonny to and challenge cruel systems whose guidance and skill of many colleagues the DVD and to Lynne Robertson and promotional and publicity events Chimfunshi animal sanctuary in Africa. legitimacy depends on the fact that and supporters. I would especially like who spent many hours proofreading to foster a more informed and those used and abused in these systems to thank Philip Armstrong, a trusted this considerable document. Thanks compassionate understanding of human- SAFE works hard to represent, in a have no voice or power to resist. SAFE friend and advisor, whose expertise and to Mariann Matay for helping upload animal relations in contemporary professional and peaceful manner, brings hope for a future where animals experience in this field were invaluable. the materials in this booklet onto the Aotearoa New Zealand. those animals caught up in abusive are no longer mistreated, abused or The contribution Philip made to this Animals & Us website. Special thanks to systems. SAFE campaigns are at times disregarded. book is extensive and significant and I Ali Teo and John O’Reilly of Flightless simply could not have done it without for their engaging cover design. him. Finally, I want to thank my boss and It is a privilege to be able to include friend Anthony Terry who not only about ANIMALS & US the foreword by Jeffrey Moussaieff worked tirelessly on the layout and Masson. Jeffrey is most well known for design of this resource, but inspired and his bestselling book When Elephants supported me throughout this project. MISSION STATEMENT Weep, but he has written many other It’s wonderful to be part of a team of Animals & Us is a SAFE education profound, enlightening and engaging people whose compassion and respect initiative that: books on animals and animal emotions for others provide constant motivation. – recommended reading for anyone • Provides professional resources who is interested in the internal world This booklet is dedicated to the animals specifically designed for the New of animals. we share this planet with, and to those Zealand education framework. who recognise their worth, and have Animals & Us is an education initiative The texts used in this booklet come the courage to speak for them. created by SAFE. One of the key areas • Advances knowledge and critical from a wide range of sources both of SAFE’s work is education, and SAFE thinking about the social, economic, nationally and internationally. I would Nichola Kriek, B.A.,B.Mus.,Dip Teach. endeavours to provide schools, teachers political, environmental and like to thank those publishers, authors Education Officer, SAFE. and students with relevant and factual scientific relationship between and contributors who allowed Animals information on the human-animal human and non-human animals. & Us to reproduce extracts from their Email: [email protected] relationship. works. Special thanks go to Al Nesbit; The quality of the Animals & Us VISION programme is guaranteed by SAFE's That Animals & Us will advance ability to draw upon the knowledge of knowledge and critical thinking about the most experienced animal advocates, the relationship between human and and to combine this with the expertise non-human animals while fostering of researchers, academics and teachers attitudes and values of compassion, working in the area of human-animal respect and empathy. studies.

vi ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION vii introduction

ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION © Eric Geraret introduction introduction

ANIMAL RIGHTS, HUMAN VALUES, WHY STUDY HUMAN-ANIMAL HUMAN-ANIMAL RELATIONSHIPS, SOCIAL ACTION RELATIONSHIPS? SOCIAL STUDIES AND THE Animals are intimately bound up with the historical, social, NEW ZEALAND CURRICULUM geographical and economic aspects of human life. Many The New Zealand Curriculum emphasises the central Unuhia te rito o te harakeke kei whea te of the key shifts in human societies arose from changes importance of students’ learning about “their own values and kōmako e kō? Strip away the heart of the in relationships between humans and other animals. those of others”. Students should “develop their ability to: ﬂax bush, and where will the bellbird sing? Archaeologists associate the crucial move in ancient times

K Gosling from nomadic to settled societies with developments in • express their own values; © animal domestication and agriculture. The word “capital” • explore, with empathy, the values of others; derives from the Latin term for “head of cattle”, which • critically analyse values and actions based on them; reminds us that in their very origins, our ideas about • discuss disagreements that arise from differences in chelle Milliman

This proverb, (whakatauki), cited in The New Zealand property, wealth and investment are tied up with the values and negotiate solutions; Mi 2 Curriculum (2007) introduction to the social sciences, vividly ownership and use of animals. • make ethical decisions and act on them”.1 © conveys the interrelationship between humans and the rest of the living world.1 The bellbird’s wellbeing is interwoven Local historians have begun to emphasise the same Particular values identified by The New Zealand Curriculum with that of the environment, which in turn is essential to the links between animals and human history. Some have as crucial to students’ development include respect for wellbeing of humans, he tangata, who are the subject of the suggested that the discovery of Aotearoa by Polynesian oneself and for the rights of others, commitment to fairness following lines of the whakatauki. This simple image embodies voyagers depended on observing the routes followed by and social justice, participation in the community, care for the connections between our understanding of ourselves, our whales and other migratory species.3 Others contend the non-human natural world, responsibility, accountability values in regard to nature, and our behaviour towards other that the development of classical Māori culture occurred and ethical action.2 The lessons and texts contained in this species. The resource presented here is designed to foster in response to the new kinds of wildlife encountered in resource provide ample opportunities for the nurturing of students’ exploration of these same interrelationships, as these islands.4 Subsequently the ﬁrst European visitors and these values by focusing on the questions of animal rights, implied in its title: Animal Rights, Human Values, Social Action. settlers were drawn here by the global trade in seal pelts human beliefs about animals, and social action in regard to and whale-oil.5 And at the end of the nineteenth century human-animal relations. our identity as an agricultural nation was locked into place by the invention of refrigerated shipping and our ensuing In encouraging students to explore these themes, the dependence on the international meat trade.6 resource invites students to undertake the kinds of inquiry specific to social studies, as described later in The New In today’s world, human-animal relationships still lie at Zealand Curriculum. Hence, students who work through the the heart of our most pressing social, economic and material contained here will: geographical challenges. Environmental concerns about

climate change, species extinction and habitat loss have • “learn about society and communities and how they Sims Deirdre everything to do with our agricultural practices, as well function”; as our attitudes towards wild species. The implications of commodity culture, corporate capitalism and globalisation • “come to understand the relationships that exist can be explored in very immediate ways by considering between people and the environment”; Djokic

n the trade in animals and animal products. These are all

Mila topics close to the hearts of young people and central to • “explore and analyse people’s values and © the social studies curriculum. perspectives”;

• “consider the ways in which people make decisions and participate in social action”.3

Finally, the material offered here, while addressing a significant gap, is intended to complement the social studies units currently available for New Zealand classrooms. The lessons are designed to be compatible with others already being used by teachers, especially those on human rights, identity, social movements, globalisation and capitalism. Hence it is hoped that this resource, in its use as well as in 1 The New Zealand Curriculum (Wellington: Ministry of Education, 2007), 30. its content, will advance the same interconnection amongst 2 Barbara Noske, Beyond Boundaries: Humans and Animals (Montreal: Black different kinds of knowledge, beliefs and action expressed Rose Books, 1997). by the image of the bellbird and the flax bush. 3 Anne Salmond, Between Worlds (Auckland: Viking, 1997), 549. 4 James Belich, Making Peoples (Auckland: Penguin, 1996), 74. 5 Michael King, Penguin History of New Zealand (Auckland: Penguin, 2003), 1 The New Zealand Curriculum (2007), 10. 118-23. 2 The New Zealand Curriculum (2007), 10.

David Hyde © David 6 James Belich, Paradise Reforged (Auckland: Penguin, 2001). 3 The New Zealand Curriculum (2007), 30.

2 ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION 3 unit o f study

in the classroom units of study

section 1

ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION Sanja Baljkas ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION © HUMANS AND ANIMALS, RIGHTS WRONGS in the classroom social studies - unit of study 1

ANIMAL RIGHTS, HUMAN VALUES, HUMANS AND ANIMALS, YEAR 10-11 NCEA LEVEL 1 SOCIAL ACTION DURATION 2-3 WEEKS Animals hold a fascination that is hard to overlook and RIGHTS AND WRONGS prevalent not only in modern society (consider the number of animal images used in children’s books, television programmes IDENTITY, CULTURE AND ORGANISATION 5.2 PAGE 1/5 and toys), but as far back in history as the ancient cave paintings. Students investigate the concept of rights, think about the relationship between human rights and animal rights, Animal Rights, Human Values, Social Action has been designed and study and evaluate the kinds of social action that arise out of people’s beliefs about rights. to bring animals, and in particular the relationship between human and non-human animals, into the classroom. STRAND ACHIEVEMENT OBJECTIVES TO BE ASSESSED LEARNING OUTCOMES

In this resource extracts from a range of different texts SOCIAL ORGANISATION1 5.2: - explain how and why people campaign for the (written, visual and oral) and sources based on the emergence How and why people seek to gain and maintain social justice and rights. recognition of the rights of others. of the modern animal rights movement are provided to stimulate critical thinking and values exploration.

The texts include extracts from key academics in the ﬁeld of Inquiry Students will: animal rights philosophy and the ideas of historical scientists, AS90217 Level 1.3 - conduct an inquiry into rights. Charles Darwin and René Descartes, who in very different but signiﬁcant ways changed and shaped modern public attitudes and values towards animals. Values Exploration Students will: In order to help you get started with your study of animal AS90218 Level 1.4 - demonstrate how and why different groups in rights, six units of study are included in this book. Each society have different values about the unit explores a different aspect of the animal rights debate treatment of animals. including:

• Humans and Animals, Rights and Wrongs Investigations into the concept of rights, the Social Decision Making Students will: relationship between human rights and animal rights AS90219 Level 1.5 - identify a range of problems associated with and the kinds of social action that arise out of people’s the issue of animal welfare and rights. belief about rights. - plan possible actions in relation to these • Making a Difference: Animal Rights and Social Action problems and identify the likely consequences The motivations, methods and effectiveness of social of these actions. organisations working for animal rights. - identify and justify preferred action(s). • The Company of Animals: A Social Studies Enquiry into ‘Pet’-Keeping REQUIREMENTS Research into the ways contemporary pet- keeping affects people’s identity, social roles and Settings: New Zealand responsibilities, and ideas about animal rights.

• “We Owe it to the Animals to Help Them”: Social Perspectives: - Current Issues Action and Social Identity - The Future Exploration of what motivates people to press for changes in relation to the ethical treatment of animals. Essential Learning About New Zealand Society (ELANZS): - characteristics, roles, and cultural expressions • “Can They Suffer?”: The History of Animal Rights of the various groups living in New Zealand. The history of animal rights over the last three centuries presented in ways that demonstrate how - changing patterns of resource and land use. pen Rescue

social change comes about. O ASSESSMENT - changing patterns of economic activity and • Animal Factories: Industrialisation and its Effects trade. on Human-Animal Relations Design your own assessment using the template provided at: The history of industrialisation as it has changed www.tki.org.nz/r/socialscience/curriculum/SSOL/assessment_template_e.php. - current events and issues. human treatment of animals and the emergence of ideas and movements that seek to challenge those 1 changes. Equivalent to the “Identity, Culture and Organisation” strand in The New Zealand Curriculum (2007), p. 30

6 ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION 7

HUMANS AND ANIMALS, RIGHTS AND WRONGS 9

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ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ACTION SOCIAL VALUES, HUMAN RIGHTS, ANIMAL 2: ISSUE

law? If not, why not? not? why not, If law?

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RIGHTS AND WRONGS AND RIGHTS

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ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION SOCIAL VALUES, HUMAN RIGHTS, ANIMAL 2: ISSUE

provided at T at provided

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8 8 HUMANS AND ANIMALS, RIGHTS AND WRONGS AND RIGHTS ANIMALS, AND HUMANS HUMANS AND ANIMALS, RIGHTS AND WRONGS

HUMANS AND ANIMALS, HUMANS AND ANIMALS, RIGHTS AND WRONGS RIGHTS AND WRONGS

INVESTIGATION: ANIMAL RIGHTS DETECTIVE cont... PAGE 4/5 SAMPLE VENN DIAGRAM PAGE 5/5

(vi) WITNESS REPORT • What are their reasons for • What organisations are involved getting involved? RIGHTS BRAINSTORM VENN DIAGRAM in ﬁghting this kind of abuse, neglect or exploitation? - SAFE Proﬁles, p.144. • Who are they and what do they - see website links, page 10. HUMAN RIGHTS ANIMAL RIGHTS do?

HUMANS AND ANIMALS, RIGHTS WRONGS (vii) PREPARE YOUR FINAL • Witness Report REPORT for the Chief of • Follow Up: take part in a letter E.G. THE RIGHT E.G. THE RIGHT E.G. THE RIGHTTO GO TO Detectives (your teacher). writing campaign. You can use TO VOTE TO FREEDOM THE TOILET IN PUBLIC Your ﬁnal report must contain: the guidelines of effective political FROM TORTURE • Animal Rights poster. letter-writing provided by • Crime Scene Report for both Amnesty International (website cases (who, when, what, where, links, page 10), the United how , why). Nations (website links, page 10) • Your Action Plans (what could and/or Peta (website links, you do and what would you do). page 10).

SAMPLE COMPARISON CONTRAST CHART WEBSITE LINKS: HUMAN AND ANIMALS, RIGHTS AND WRONGS

ANIMAL RIGHTS TKI. Picture Interpretation Questions. Social Studies Online . COMPARISON CONTRAST CHART Great Ape Project. Declaration on Great Apes. www.tki.org.nz/r/socialscience/curriculum/SSOL/eg ypt/picture_interpretation_e.php www.greatapeproject.org/ ANIMAL RIGHTS AND WELFARE ORGANISATIONS (NZ) Uncaged. The Universal Declaration of Animal Rights. CAFF. Campaign Against Factor y Farming. www.uncaged.co.uk/declarat.htm www.caff.bravehost.com

HUMAN RIGHTS NAVC . National Anti Vivisection Campaign. TKI. A Just World: Understanding Human Rights. Social Studies Online . www.stopvivisection.org.nz HOW ARE THEY ALIKE? www.tki.org.nz/r/socialscience/curriculum/SSOL/just_world/understanding_e.php RNZSPCA. Royal New Zealand Society for the Prevention of Cruelty to Animals. United Nations. Universal Declaration of Human Rights. CyberSchool Bus. www.rnzspca.org.nz www.un.org/Pubs/CyberSchoolBus/humanrights/resources/plain.asp SAFE. Save Animals From Exploitation Inc. FRUITS, ROUND, SEEDS, GROWN CRUELTY TO ANIMALS www.safe .org.nz ON TREES, SWEET, NUTRITIOUS, MAF. Media release archive. Keyword search: ‘animal welfare’. www.maf.govt.nz/mafnet/press/archive/index.htm LETTER WRITING GET JUICE FROM THEM TKI. A Just World: Writing a Letter. Social Studies Online . RNZSPCA. National press releases. www.tki.org.nz/r/socialscience/curriculum/SSOL/just_world/letter_e.php http://rnzspca.org.nz/news/national-press-releases Amnesty International HOW DO THEY DIFFER? SAFE. Campaigns. oldwww.amnesty.org/campaigns/letter.guide .html WITH REGARD TO www.safe .org.nz/Campaigns/ United Nations. Human Rights: The Right to Write . CyberSchool Bus. THIN, SMOOTH, OFTEN EAT SKIN THICK, BUMPY, SELDOM EAT NON-VIOLENT ACTION www.un.org/Pubs/CyberSchoolBus/humanrights/resources/letter.asp Peace Magazine . 198 methods of non-violent action. RED, GREEN, YELLOW, MULTI COLOUR ORANGE www.peacemagazine .org/198.htm Peta. Peta’s Get Active Center. Speak. Letter-writing guide . CRISP, MEATY MEAT SECTIONED, PULPY www.peta.org/actioncenter/letter-writing-guide .asp TEACHING AND LEARNING MOST PLACES WHERE GROWN SUBTROPIC AL Mindtools. Brainstorming. www.mindtools.com/brainstm.html

Reading Quest. Comparison-Contrast Char ts. Making Sense in Social Studies. www.readingquest.org/strat/compare.html

10 ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION 11 MAKING A DIFFERENCE: ANIMAL RIGHTS AND SOCIAL ACTION social studies - unit of study 2 MAKING A DIFFERENCE: ANIMAL RIGHTS MAKING A DIFFERENCE: YEAR 10-11 NCEA LEVELS 1 & 2 AND SOCIAL ACTION ANIMAL RIGHTS AND SOCIAL ACTION DURATION 2-3 WEEKS PAGE 2/8 IDENTITY, CULTURE AND ORGANISATION 5.2 PAGE 1/8 Students will investigate the motivations, methods and effectiveness of social organisations working for animal rights. They will then create their own plan for social action on this issue.

STRAND ACHIEVEMENT OBJECTIVES TO BE ASSESSED LEARNING OUTCOMES

SOCIAL ORGANISATION1 5.2: Students will: How and why people seek to gain and maintain social justice and rights. - explain the ways people in New Zealand society press for changes in relation to the ethical treatment SAFE © of animals. - explain the causes of resistance to such changes. Select and adapt these learning activities to best meet the needs of your students, and to ﬁt the time available: SOCIAL ORGANISATION1 6.1: - study organisations that advocate for changes to How and why people organise themselves to review systems and treatment of animals in society. MAKING A DIFFERENCE: ANIMAL RIGHTS AND SOCIAL ACTION Background institutions in society. - assess the most effective means for achieving A wealthy person/corporation has decided to make a large fund available for any people/ such changes. organisation involved in addressing an issue relating to animal rights by/through social action. Inquiry Students will: AS90217 Level 1.3 - collect information about social organisations You will organise yourself with your classmates into groups of three or four. Your group working for animal rights. will assume the role of a community group that wants money to fund their detailed plan - assess and communicate their assessment of the of social action(s) in relation to the social issue. various means used to advance this cause. You then, as an individual, will be asked to formulate a plan of social action in relation to the social issue of animal rights, and describe how the plan of social action will address Values Exploration Students will: animal rights in New Zealand. AS90218 Level 1.4 - demonstrate how and why different groups in society have different values about the treatment of animals. 1. UNDERSTANDING THE ISSUES Social Decision Making Students will: AS90219 Level 1.5 - identify a range of problems associated with the issue • Read three of the following texts: AS90275 Level 2.5 of animal welfare and rights. - Deborah Blum, The Monkey Wars, pp. 49-53. - plan possible actions in relation to these problems - Peter Singer, Ethics into Action, pp. 114-116. and identify the likely consequences of these actions. - Philip Armstrong, “Farming Images”, pp. 44-48. - identify and justify preferred action(s). - Kim Stallwood, A Conversation with Peter Singer, pp. 130-136. - SAFE in Action!, pp. 146-147. REQUIREMENTS - SAFE Proﬁles, p. 144. - Janet McAllister, Animal Rights Fight Not Chicken Feed, pp. 148-152. Settings: New Zealand - Catherine Masters, A Tiger in the Court, pp. 154-155. - Kim Stallwood, Animal Rights: The Changing Debate, p. 117. Perspectives: - Current Issues - The Future • Explore two of the websites recommended on page 15:

• Drawing information from these printed and online sources, ﬁll in the Essential Learning About New Zealand Society (ELANZS): - characteristics, roles, and cultural expressions of “Issue-Belief-Action-Assessment” chart on page 16: the various groups living in New Zealand. - in column one, state four issues that are the focus of animal rights social action today. - changing patterns of resource and land use. - in column two, identify in each case the belief that motivates those taking the social action. - changing patterns of economic activity and trade. - in column three, describe the action(s) being taken to address each issue. ASSESSMENT - current events and issues. - in column four, make an assessment of how successful you think the action(s) are. Try to consider both the strengths and weaknesses of each action you assess. Design your own assessment using the template provided at: www.tki.org.nz/r/socialscience/curriculum/SSOL/assessment_template_e.php.

1 Equivalent to the “Identity, Culture and Organisation” strand in The New Zealand Curriculum (2007), p. 30.

12 ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION 13 MAKING A DIFFERENCE: ANIMAL RIGHTS AND SOCIAL ACTION

MAKING A DIFFERENCE: MAKING A DIFFERENCE: ANIMAL RIGHTS ANIMAL RIGHTS AND SOCIAL ACTION AND SOCIAL ACTION

PAGE 3/8 PAGE 4/8 Deirdre Sims Deirdre Nichola Kriek

2. SETTING THE SCENE 4. JUSTIFY HOW THE PLAN OF SOCIAL ACTION WILL ADDRESS a) Form a group of three or four people. THE ISSUE OF ANIMAL RIGHTS IN MAKING A DIFFERENCE: ANIMAL RIGHTS AND SOCIAL ACTION Decide on a name (this may be the name of NEW ZEALAND. an existing group or a made-up one) and a logo. Through the use of perspectives on current issues and using b) Using your work in 1. (Understanding the social studies concepts, explain with reasons, how your Issues), identify the social issue that you are plan of social action will address the issue of animal rights looking at. in New Zealand. You must provide, at least, two likely consequences of your social action, and support your c) Brieﬂy outline the social issue. answer with accurate and detailed supporting evidence.

d) Fill in the Expression of Interest form from Likely consequences could include short term, long term, the funding organisation on page 17. positive and negative. FILL IN THE SOCIAL ACTION FILL IN THE ACTION PLAN e) Once an acceptance letter has been FORM ON PAGE 18. FORM ON PAGE 19. Using the strengths and weaknesses you identified in 2. received, proceed to the next steps. (Setting the Scene), provide accurate and detailed supporting evidence to evaluate the alternatives of your social f) As the Board, in your group discuss and action. decide on social actions that will best 3. FORMULATE A DETAILED PLAN OF address your social issue. SOCIAL ACTION IN RELATION TO ANIMAL RIGHTS IN NEW ZEALAND. 5. CONVINCING THE BOARD Identify at least three possible actions that you could take in relation to the social issue. Remember, a social Decide on the most appropriate course of action in relation Once you have developed your action plan and analysed the action is a strategy or approach that may influence a to the issue you have identified and described in 1. (Understanding plans and the possible consequences, reconvene as a Board desired outcome in relation to an identified social issue. the Issues) and 2. (Setting the Scene). and plan your group presentation to the funding organisation in order to convince them to fund your plan of social action. Identify and evaluate the strengths and weaknesses of You must outline at least THREE specific steps that you could the possible courses of action. use in relation to this issue. Prepare a 5-10 minute group presentation.

Fill in the Social Action form on page 18. A detailed explanation of what is involved at each step of your This could include visuals, audio etc. You are to come action plan includes: dressed in character to convince the funding organisation.

i) speciﬁcs on who you will contact, who you will try to reach. ii) how you will implement your plan. iii) where your action will take place. WEBSITE LINKS: MAKING A DIFFERENCE iv) why you use or do certain things. v) what things you will need to incorporate. UNDERSTANDING THE ISSUES SAFE. Love Pigs Campaign. CAFF. Campaign Against Factory Farming. www.lovepigs.org.nz/Love-Pigs-campaign/ www.caff.bravehost.com Fill in the Action Plan form on page 19. SAFE. Battery Hens. Meat Free Media. www.safe.org.nz/Campaigns/Battery-Hens/ www.meatfreemedia.com/menu.php Deirdre Sims Deirdre

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IAL ACTION SOCIAL AND RIGHTS KING A DIFFERENCE: A DIFFERENCE: MAKING ANIMAL ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION SOCIAL VALUES, HUMAN ANIMAL RIGHTS, ISSUE 2:

18 MAKING A DIFFERENCE: ANIMAL RIGHTS AND SOCIAL ACTION SOCIAL AND RIGHTS ANIMAL DIFFERENCE: A MAKING The company of animals: a social studies enquiry into ‘pet’-keeping social studies - unit of study 3 THE COMPANY OF ANIMALS: THE COMPANY OF ANIMALS: YEAR 10-11 NCEA LEVELS 1 & 2 A SOCIAL STUDIES ENQUIRY DURATION 2-3 WEEKS A SOCIAL STUDIES ENQUIRY INTO ‘PET’-KEEPING INTO ‘PET’-KEEPING IDENTITY, CULTURE AND ORGANISATION 5.2 PAGE 1/4 PAGE 2/4 Students will conduct independent research into the ways in which contemporary ‘pet’-keeping affects people’s identity, social roles and responsibilities, and ideas about animal rights. TEACHING AND STRAND ACHIEVEMENT OBJECTIVES TO BE ASSESSED LEARNING OUTCOMES LEARNING ACTIVITIES SOCIAL ORGANISATION1 5.2: Students will: How and why people seek to gain and maintain social justice and rights. - assess whether and in what ways ‘pet’-keeping affects Verity Johnson Verity

people’s attitude to the rights of animals. ©

CONDUCT A SOCIAL STUDIES ENQUIRY SOCIAL ORGANISATION1 6.2: - describe how the cultural practice of ‘pet’-keeping The effects of changes in society on people’s rights, roles and impacts on people’s ideas about animal rights, and about Study some of the impacts of ‘pet’-keeping on society; in particular, its inﬂuence on responsibilities. their roles and responsibilities in relation to animals. ideas about animal sentience and rights etc.

(i) WHAT IS AN ANIMAL? Read the following texts: CULTURE AND HERITAGE1 6.1: - identify the ways ‘pet’-keeping is a result of cultural • The Philosophical Writings of Descartes. “From the Letters of 1646 and 1649”, pp. 61-63. How and why cultures adapt and change. and social change, and how it contributes to cultural • Charles Darwin, The Descent of Man, pp. 54-59. and social change. • Keith Thomas, Man and the Natural World, on Descartes, pp. 118-120

The company of animals: a social studies enquiry into ‘pet’-keeping Complete the Compare and Contrast chart on page 22 on Descartes’ and Darwin’s views. PROCESSES

(ii) WHAT IS A ‘PET’? Read the following texts: • James Serpell and Aubrey Manning, Animals and Human Society, pp. 105-106. Inquiry Students will: • Keith Thomas, Man and the Natural World on ‘pets’, pp. 120-121. AS90217 Level 1.3 - collect, process and communicate information about AS90273 Level 2.3 ‘pet’-keeping in the past and in their own society. Draw a Concept Map as shown below illustrating what these scholars say about the relationships between people and ‘pets’.

Values Exploration Students will: SAMPLE CONCEPT MAP AS90218 Level 1.4 - explain how values about human-animal relationships AS90274 Level 2.4 are formed and expressed in relation to social practices like ‘pet’-keeping.

REQUIREMENTS

Settings: New Zealand

Perspectives: Current Issues

(iii) RESEARCH Using the ideas generated from (i) and (ii) above, draw up a survey Essential Learning About New Zealand Society (ELANZS): - European cultures and heritages and the influence designed to find out how people think about their ‘pets’. Use a combination of the following: of these heritages on New Zealand’s social, cultural, - “closed” and “open” questions (for definitions and examples of these see political and religious beliefs and systems. Changing Minds (website links, page 23). - characteristics, roles, and cultural expressions of the - rating scales and agreement scales (for definitions and examples of these see various groups living in New Zealand. Survey Design (website links, page 23). ASSESSMENT - current events and issues.

Design your own assessment using the template provided at: (iv) FINDINGS Create a poster presentation summarising the ﬁndings of your survey. www.tki.org.nz/r/socialscience/curriculum/SSOL/assessment_template_e.php. Your poster could be in the form of: - a Structured Overview (see explanation and example at TKI, website links, page 23). - a Thinking Map (see examples at website links, page 23). 1 Equivalent to the “Identity, Culture and Organisation” strand in The New Zealand Curriculum (2007), p. 30. - a Values Continuum (see explanation and example at TKI, weblinks page 23).

20 ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION 21 The company of animals: a social studies enquiry into ‘pet’-keeping 3 2 4

4/ - PAGE PAGE AGAINST SUB SUB HEADING KEY TERM) (KEY - KEY TERM) (KEY SUBHEADING ING SUB SUBHEADING SUB SUB HEADING KEY TERM) (KEY KEEP - NIMALS ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION SOCIAL VALUES, HUMAN ANIMAL RIGHTS, ISSUE 2: Structured Overview. Social Studies Online. Overview. TKI. Structured www.tki.org.nz/r/socialscience/curriculum/SSOL/gallipoli/structured_e.php Student Examples. Thinking Maps. Inc. Thinking Maps www.thinkingmaps.com/httmexam.php3#mﬂowmap Social Studies Online. Continuum. Values TKI. Strategies: www.tki.org.nz/r/socialscience/curriculum/SSOL/resources/strategies/strategies/ values_continuum_e.php - TOPIC SUBHEADING SUB SUB HEADING S SHOULD RULE THE WORLD?” WORLD?” THE ORS SHOULD RULE KEY TERM) (KEY “PREDAT - THE COMPANY OF A OF THE COMPANY

S: SUB SUB HEADING KEY TERM) (KEY KEY TERM) (KEY SUBHEADING SUB SUBHEADING - Open and Closed Questions. STUDIES ENQUIRY INTO ‘PET’ INTO ENQUIRY AL STUDIES SUB SUB HEADING KEY TERM) (KEY FOR SOCI changingminds.org/techniques/questioning/open_closed_questions.htm Y OF ANIMALS: ANIMALS: Y OF COMPAN THE A WEBSITE LINK TEACHING AND LEARNING TEACHING Concept Mapping. English Online. http://english.unitecnology.ac.nz/resources/units/insects/concept.html Changing Minds. http:// Systems. Research Creative Tips. Design Questionnaire Design. Survey www.surveysystem.com/sdesign.htm

TRUCTURED OVERVIEW SAMPLE STRUCTURED SAMPLE VALUES CONTINUUM VALUES SAMPLE 4 3/ PAGE PAGE ING KEEP - STUDIES ENQUIRY INTO ‘PET’ INTO ENQUIRY AL STUDIES SOCI COMPARE AND CONTRAST CHART AND CONTRAST COMPARE Y OF ANIMALS: ANIMALS: Y OF COMPAN THE A ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION SOCIAL VALUES, HUMAN ANIMAL RIGHTS, ISSUE 2: ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION SOCIAL VALUES, HUMAN ANIMAL RIGHTS, ISSUE 2:

22 The company of animals: a social studies enquiry into ‘pet’-keeping into enquiry studies social a animals: of company The “WE OWE IT tO THE ANIMALS TO HELP THEM”: SOCIAL ACTION AND IDENTITY social studies - unit of study 4 “WE OWE IT TO THE ANIMALS TO HELP THEM”: “WE OWE IT TO THE ANIMALS TO HELP THEM”: SOCIAL ACTION SOCIAL ACTION AND SOCIAL IDENTITY YEAR 11-12 NCEA LEVEL 1 & 2 DURATION 2-3 WEEKS AND SOCIAL IDENTITY IDENTITY, CULTURE AND ORGANISATION 5.2 PAGE 1/3 PAGE 2/3 Students will create a “Social Action Biography” of someone who carries out social action in regard to animal rights.

STRAND ACHIEVEMENT OBJECTIVES TO BE ASSESSED LEARNING OUTCOMES TEACHING AND SOCIAL ORGANISATION1 5.2: Students will: LEARNING ACTIVITIES How and why people seek to gain and maintain social justice - describe what motivates people in New and rights. Zealand society to press for changes in relation to the ethical treatment of animals. - describe how people engaged in social action go Hans Kriek about achieving their goals. Select and adapt these learning activities to best meet the needs of your students, and to ﬁt the time available:

SOCIAL ORGANISATION1 6.2: - explain how the decisions people make about (i) ANIMAL ADVOCACY HEROES Draw a Concept Map (see sample below) for three of these The effect of changes in society on people’s rights, roles and their lives and their place in society are affected by Read/view three of the following resources to create figures that shows the following: their main influences; their responsibilities. current trends in the human treatment of animals, biographical mind maps of three heroes of the animal main beliefs; their main challenges; their main actions. and by changing ideas about human-animal relations. advocacy movement: • SAFE Profiles, an interview with Inquiry Students will: Anthony Terry, SAFE Magazine, (ii) ANIMAL ADVOCACY AND SOCIAL IDENTITY AS90217 Level 1.3 - collect information about social activists 1999, p. 144. Read and view the following resources online: AS90273 Level 2.3 working for animal rights. • Annie Potts and Mandala White, “Cruelty-Free - communicate findings about how these forms of • Thinking About Animals, an Consumption in New Zealand”. belief and social action relate to social identity interview with Peter Singer, Safeguard, • Lyle Munro, from Compassionate Beasts.

“WE OWE IT tO THE ANIMALS TO HELP THEM”: SOCIAL ACTION AND IDENTITY and participation in society. 1995, pp. 141-143. See Electronic Texts p. 167 for the website links to these • the story of Henry Spira in Peter resources. Values Exploration Students will: Singer, Ethics into Action, pp. 114-116. AS90218 Level 1.4 - give reasons why people hold particular beliefs and values about human-animal relations. Create a Concept Map (see sample below) about the • A Tiger in the Court, about Steven relationship between a commitment to animal advocacy and Wise, from the Weekend Herald, at least four of these other areas of social identity: gender, Social Decision Making Students will: pp.154-155. ethnicity, cultural heritage, religious or spiritual beliefs, age, AS90219 Level 1.5 - identify the main problems associated with the “Kiwi-ness”, educational background, occupation, upbringing. AS90275 Level 2.5 issue of animal welfare and rights. • video clip of Howard Lyman from A - develop ideas about how these problems and Cow at My Table, Animals & Us DVD issues might be addressed. (Films).

REQUIREMENTS • video clip of Mark Eden from footage, Animals & Us DVD (Current Settings: New Zealand Affairs and Activist Footage).

Perspectives: - Current Issues - The Future SAMPLE CONCEPT MAP

Essential Learning About New Zealand Society (ELANZS): - characteristics, roles, and cultural expressions of the various groups living in New Zealand. - the development over time of New Zealand’s identity and the ways in which this identity is ASSESSMENT expressed. - current events and issues. Design your own assessment using the template provided at: www.tki.org.nz/r/socialscience/curriculum/SSOL/assessment_template_e.php.

1 Equivalent to the “Identity, Culture and Organisation” strand in The New Zealand Curriculum (2007), p. 30

24 ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION 25 “can they suffer?”: the history of animal rights social studies - unit of study 5 “WE OWE IT TO THE ANIMALS TO HELP THEM”: “CAN THEY SUFFER?”: YEAR 12-13 NCEA LEVELS 2 & 3 SOCIAL ACTION THE HISTORY OF ANIMAL RIGHTS DURATION 2-3 WEEKS AND SOCIAL IDENTITY PAGE 3/3 CONTINUITY AND CHANGE 6.2 PAGE 1/5 Students will study the history of animal rights over the last thr ee centuries in ways that demonstrate how social change comes about.

STRAND ACHIEVEMENT OBJECTIVES TO BE ASSESSED LEARNING OUTCOMES TEACHING AND TIME, CONTINUITY AND CHANGE1 6.1: Students will: LEARNING ACTIVITIES Beliefs and ideas that have changed society and contin ue to change it. - describe the development of concern f or animal suff ering o ver the last three centuries. - explain the beliefs and ideas about animals that SAFE lie behind this development.

(iii) RESEARCH TIME, CONTINUITY AND CHANGE1 7.1: - describe the impact of these ideas in two Using the ideas generated from (i) and (ii) above, draw Write a letter or email to the person whose biogra phy you Ho w events have short-term and long-term causes and consequences. contexts: nineteenth-century Britain and up a series of ten interview questions for the animal would like to compile, explaining the f ollo wing: contemporary New Zealand. activist or advocate whose biography you wish to write. • what your project is about and what you hope Use a combination of “closed” and “open” questions to achieve. TIME, CONTINUITY AND CHANGE1 8.1: - describe the present belief system of animal (for definitions and examples of these see Changing • why you have chosen this person. Ways in which present events, issues and beliefs reflect social change advocates and ho w these are significant. Minds, website links, page 26). • what use you will make of any inf ormation they and contin uity. - explain ho w these belief systems have come pro vide you with. about o ver time, ho w they influence the Locate a person to interview. You could do this by: present and may change the future. • asking around amongst family and friends to find If the person you have chosen agrees to be interviewed, someone you know who may have taken part either send them your interview questions and ask them to in some form of animal advocacy (letter-writing, write or email their responses, or ar range a time to interview Inquiry Students will: street campaigning, going on protests or them in person, whichever they pref er. AS90272 Level 2.3 - collect, process and comm unicate inf ormation

“WE OWE IT tO THE ANIMALS TO HELP THEM”: SOCIAL ACTION AND SOCIAL IDENTITY marches, etc). about human-animal relations, science, and the • looking online to ﬁnd a good person to Conduct the interview. For ideas on face-to-face interviews humane mo vements of the 19th and 20th centuries. interview; here are some sites to get you started see TKI: Ideas for Class Interviews (website links, page 26). (Research, website links, page 26). Values Exploration Students will: AS90274 Level 2.4 - explain ho w values have changed o ver time in (iv) FINDINGS AS90692 Level 3.4 regard to human-animal relationships. Write a biogra phy of the person you have interviewed that - describe the consequences of these changes f ocuses on their commitment to social action in regard to f or animals and f or humans. animal rights. Visit the BSD. Biomaker( website links, page 26) to get more ideas about ho w to organise your inquiry and your ideas. Social Decision Making Students will: AS90275 Level 2.5 - state possible social action in regard to human- AS90693 Level 3.5 animal relations. - identify likel y consequences of these social actions. - identify and justify pref er red action(s).

REQUIREMENTS

WEBSITE LINKS: “WE OWE IT TO THE ANIMALS TO HELP THEM”. Settings: Britain and New Zealand

TEACHING AND LEARNING RESEARCH English Online. Concept Mapping. ARLAN. About Us. Perspectives: Cur rent Issues http://english.unitecnology.ac.nz/resources/units/insects/concept.html www.arlan.org.nz/About_Us.html - European cultures and heritages and the inﬂuence Changing Minds. Open and Closed Questions. Meat Free Media. Essential Learning About New Zealand Society (ELANZS): http://changingminds.org/techniques/questioning/open_closed_questions.htm www.meatfreemedia.com/menu.php of these heritages on New Zealand’s social, cultural, ASSESSMENT political and religious beliefs and systems. TKI. Ideas for Class Interviews. Social Studies Online. SAFE. About SAFE. - changing patterns of resource and land use. www.tki.org.nz/r/socialscience/curriculum/SSOL/olympics/interview_ideas_e.php www.safe.org.nz/About-Safe/ Design your o wn assessment using the template pro vided at: - changing patterns of economic activity and trade. - cur rent events and issues. BSD. Biomaker. The Biography Maker. www.tki.org.nz/r/socialscience/cur riculum/SSOL/assessment_template_e.php. www.bham.wednet.edu/bio/biomak2.htm 1 Equivalent to the “Identity, Culture and Organisation” strand in The Ne w Zealand Curriculum (2007), p. 30.

26 ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION 27 “can they suffer?”: the history of animal rights

“CAN THEY SUFFER?”: “CAN THEY SUFFER?”: THE HISTORY THE HISTORY OF ANIMAL RIGHTS OF ANIMAL RIGHTS PAGE 3/5

TEACHING AND LEARNING ACTIVITIES PAGE 2/5 STARTER: Words, words. Look up the following words in a dictionary and create a large wall Jigsaw (website links, page 31) summarising the key ideas of animal rights: TEACHING AND LEARNING ACTIVITIES

ko Yoshimura Akiko SENTIENCE © RIGHTS

“can they suffer?”: the history of animal rights HUMANE

CONSCIOUSNESS

WELFARE Select and adapt these learning activities to best meet the • Charles Darwin, whose theory of evolution through needs of your students, and to ﬁt the time available: natural selection still forms the basis of biological INTEREST and environmental science (Charles Darwin, from The STARTER: The Four Stages of Cruelty Descent of Man, pp. 54-59). Look at the images drawn by William Hogarth during the 18th century (Graphic Witness, website links, page 31). Fill in the Compare and Contrast chart on page 22. Use TKI: Picture Interpretation Questions (website links, page 31) to ﬁgure out what is going on in each picture, and identify the links between the various images; what are the stories behind them? (i) Read and view a selection of the following texts and visual resources: Then read Sue Coe’s account of the images (Graphic Witness, website links, page 31). How close is this to • Hilda Kean, from Animal Rights: Political and Social your version? Change in Britain since 1800, pp. 68-84. • Lyle Munro, “A Short History of Animal Protection”, from Compassionate Beasts. STARTER: “I Don’t Think Therefore I Ain’t” (Electronic Texts, p. 167). Read the following extracts: • Richard Ryder, “Beasts of Burden, Tiers of • “From the Letters of 1646 and 1649”, in Tyranny”, The Animals’ Voice, 1990, pp. 137-140. The Philosophical Writings of Descartes, pp. 61-63. • Keith Thomas, Man and the Natural World, pp. 118-120. • Claude Bernard, who developed both the philosophy and many of the techniques of experimentation on live animals practised from 19th century to the present (Coral Lansbury, The Old Brown Dog, pp. 85-87).

28 ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION 29 “can they suffer?”: the history of animal rights “CAN THEY SUFFER?”: “CAN THEY SUFFER?”: THE HISTORY THE HISTORY OF ANIMAL RIGHTS OF ANIMAL RIGHTS PAGE 5/5 SAMPLE ANIMAL RIGHTS TIMELINE

PAGE 4/5

2000 PRESENT 21ST CENTURY

(CAUSE) son RESEARCH ACTIVITY

1900 © Scott Pehr 1999 20TH CENTURY

CREATE A “3 X 3 X 3 TIMELINE”: (PERSON) (IDEA) (CAUSE) Draw a timeline of animal rights thought over the last three centuries, marked with the following: “can they suffer?”: the history of animal rights 1800 1899 1) Three important ideas about animal rights. 19TH CENTURY 2) Three people who made important contributions to ideas about animal rights. (CAUSE) (IDEA) (PERSON) 3) Three important causes of the emergence of animal rights ideas and activism.

Then explain your timeline to two other students; add their ﬁndings to your own timeline. 1700 1799 18TH CENTURY (ii) Read or view the following texts: (PERSON) (IDEA) • Peter Singer, Animal Liberation, from “Jeremy Bentham, the founder ...” to “The pattern is identical in each case”, pp. 111-113. • Earthlings, Animals & Us DVD (Films). • Brigid Brophy quote from Jon Wynne-Tyson’s, The Extended Circle, p. 122. • Richard Ryder, Animal Revolution, pp. 102-104, “Speciesism: The Battle of Ideas”. • Gary Francione, Introduction to Animal Rights, pp. 64-67, “The Concept of Rights”, “The Basic Right Not to be Treated as a Thing”, “Animal Rights”. WEBSITE LINKS: “CAN THEY SUFFER?”.

Identify the main ideas about animal rights expressed by contemporary writers. THE FOUR STAGES OF CRUELTY Graphic Witness. Visual Arts and Social Commentary. Sue Coe, SOCIAL DECISION MAKING William Hogarth: The Four Stages of Cruelty. SAFE. Ban Beagle Experiments. www.graphicwitness.org/coe/cruel.htm Campaign Against Beagle Research in New Zealand. Social Decision Making www.banbeagleexperiments.org.nz Investigate how ideas about animal rights are motivating individuals and groups in TEACHING AND LEARNING New Zealand today. Here are some places you could go to get started (website links, TKI. Picture Interpretation Questions. Social Studies Online. NAVC. National Anti Vivisection Campaign. www.tki.org.nz/r/socialscience/curriculum/SSOL/egypt/picture_ www.stopvivisection.org.nz page 31). interpretation_e.php

TKI. Jigsaw. Social Studies Online. www.tki.org.nz/r/socialscience/curriculum/SSOL/ronaldrulz/jigsaw_e.php

30 ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION 31 ANIMAL FACTORIES: INDUSTRIALISATION AND ITS EFFECTS ON HUMAN-ANIMAL RELATIONS social studies - unit of study 6 social studies - unit of study 6

ANIMAL FACTORIES: INDUSTRIALISATION AND ITS ANIMAL FACTORIES: INDUSTRIALISATION AND ITS YEAR 12-13 NCEA LEVELS 2 & 3 YEAR 12-13 NCEA LEVELS 2 & 3 EFFECTS ON HUMAN-ANIMAL RELATIONS DURATION 2-3 WEEKS EFFECTS ON HUMAN-ANIMAL RELATIONS DURATION 2-3 WEEKS

CONTINUITY AND CHANGE 6.1 PAGE 1/6 CONTINUITY AND CHANGE 6.1 cont. . . PAGE 2/6 Students will explore the history of industrialisation as it has changed human treatment of animals, Students will explore the history of industrialisation as it has changed human treatment of animals, and will learn about the emergence of ideas and movements that seek to challenge those changes. and will learn about the emergence of ideas and movements that seek to challenge those changes.

STRAND ACHIEVEMENT OBJECTIVES TO BE ASSESSED LEARNING OUTCOMES STRAND ACHIEVEMENT OBJECTIVES TO BE ASSESSED LEARNING OUTCOMES

TIME, CONTINUITY AND CHANGE1 6.1: Students will: Beliefs and ideas that have changed society and continue to - describe the development of industrial REQUIREMENTS change it. techniques for processing meat. - explain the beliefs and ideas about animals that Settings: North America, global, and New Zealand lie behind this development.

Perspectives: Current Issues and the Future TIME, CONTINUITY AND CHANGE1 7.1: - describe the impact of these changes in two How events have short-term and long-term causes and contexts: early twentieth-century America, and consequences. contemporary New Zealand. Essential Learning About New Zealand Society (ELANZS): - changing patterns of resource and land use. - changing patterns of economic activity and trade. ASSESSMENT - the nature and organisation of paid and SOCIAL ORGANISATION2 6.1: - explain people’s motivations for seeking change unpaid work. How and why people organise themselves to review systems in the treatment of animals in society. Design your own assessment using the template provided at: - current events and issues. and institutions in society - describe ways of going about seeking such www.tki.org.nz/r/socialscience/curriculum/SSOL/assessment_template_e.php. change.

1 Equivalent to the “Continuity and Change” strand in The New Zealand Curriculum (2007), p. 30 2 Equivalent to the “Identity, Culture and Organisation” strand in The New Zealand Curriculum (2007), p. 30 SOCIAL ORGANISATION2 7.2: - describe how pressure from social action How communities and nations meet their responsibilities groups exerts pressure to uphold the rights of

ANIMAL FACTORIES: INDUSTRIALISATION AND ITS EFFECTS ON HUMAN-ANIMAL RELATIONS and exercise their rights. animals.

PROCESSES

Inquiry Students will: AS90273 Level 2.3 - collect, process and communicate information about human-animal relations and industrialisation in the 20th and 21st centuries.

Values Exploration Students will: Ben Grifﬁths AS90274 Level 2.4 - explain how values have changed over time in AS90692 Level 3.4 regard to human-animal relationships. - describe the consequences of these changes for animals and for humans.

Social Decision Making Students will: AS90275 Level 2.5 - state possible social action in regard to AS90693 Level 3.5 industrialisation of human-animal relations. - identify likely consequences of these social actions. - identify and justify preferred action(s). Gaudio An thony ©

32 ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION 33 ANIMAL FACTORIES: INDUSTRIALISATION AND ITS EFFECTS ON HUMAN-ANIMAL RELATIONS

ANIMAL FACTORIES: ANIMAL FACTORIES: INDUSTRIALISATION AND INDUSTRIALISATION AND ITS ITS EFFECTS ON HUMAN-ANIMAL RELATIONS EFFECTS ON HUMAN-ANIMAL PAGE 4/6 RELATIONS TEACHING AND LEARNING ACTIVITIES PAGE 3/6 STARTER: Words, words. Look up the following words in a dictionary and create a large wall Jigsaw (TKI, website links, page 37) summarising the key ideas of factory farming: TEACHING AND LEARNING ACTIVITIES

ASSEMBLY LINE Select and adapt these learning activities to best meet the STARTER: “I’m Glad I’m not a Hog!” INTENSIVE needs of your students, and to fit the time available: In 1906, American journalist Upton Sinclair published The Jungle, a novel about his investigations into the meat AGRICULTURE STARTER: The Meatrix industry in Chicago, which is where many modern industrial Watch this animation on the techniques for processing animals were developed. Sinclair’s Animals & Us DVD (Films). novel caused a scandal and a government inquiry into the Complete a Think-Pair-Share industry. SOW aimed at answering the INDUSTRIALISATION following questions: Read the extract from The Jungle on pp. 123-126 of CRATE the resource, which describes newly-arrived immigrant - According to The Meatrix, Jurgis Rudkos and his family being taken on a tour of the what are the main differences between industrialised meatworks, where they are soon to be employed. Then, in farming and traditional farming in America? small groups, create a three-part poster presentation to - What are the factors that caused industrialisation of show: agriculture in America? - the machinery: how the industrial processing of the ANIMAL FACTORIES: INDUSTRIALISATION AND ITS EFFECTS ON HUMAN-ANIMAL RELATIONS - Why does this animation use the story of The Matrix animals works, according to Sinclair’s description of it. FACTORY films to explain industrialisation? - the animals: how the animals are perceived in this ECONOMIES system. - the people: how the human beings respond to the OF SCALE FARMING system. THINK, PAIR, SHARE (TPS) (i) Read the following texts and visual resources: • Charles Patterson, Eternal Treblinka, pp. 88-101. • Charlie Leduff, “The Kill Floor”, from “In a Slaughterhouse, Some Things Never Die” p. 153. TH INK PAIR • A Cow at My Table. Animals & Us DVD (Films). Identify the ways in which industrialisation affects relationships between humans and animals. Research questions might include: The students first work individually writing down their ideas. Next they share their ideas with a partner 1) How did the development of “assembly line” techniques change how and then with a larger group or whole class. The ‘wait or think’ time that is part of Think, Pair, Share has animals were treated? Where was the assembly line first developed? been demonstrated to be a powerful factor in improving student responses to questions. What for? What else was it used for? By whom? 2) What historical forces helped influence the rise of industrial agriculture? 3) What are the main advantages of industrial farming? What are its main disadvantages? 4) How are animals perceived in industrial agriculture? What kind of share language is used to describe them?

34 ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION 35 ANIMAL FACTORIES: INDUSTRIALISATION AND ITS EFFECTS ON HUMAN-ANIMAL RELATIONS

ANIMAL FACTORIES: ANIMAL FACTORIES: INDUSTRIALISATION AND ITS INDUSTRIALISATION AND ITS EFFECTS ON HUMAN-ANIMAL EFFECTS ON HUMAN-ANIMAL RELATIONS RELATIONS PAGE 5/6 PAGE 6/6

RESEARCH ACTIVITY RESEARCH ACTIVITY Heath Doman Ben Grifﬁths ©

(ii) Read or view the following texts: (iii) Do some independent research to ﬁnd out what • Peter Singer, Animal Liberation, pp. 107-113. kinds of industrial farming practices and techniques • Earthlings, Animals & Us DVD (Films). are used in New Zealand today. Here are some • Richard Ryder, Animal Revolution, pp. 102-104, “Speciesism: The Battle of Ideas”. places you could go to get started: • Brigid Brophy quote from Jon Wynne-Tyson’s The Extended Circle, p. 122. • See Research (website links, page 37). • Gary Francione, Introduction to Animal Rights, pp. 64-67, “The Concept of • Philip Armstrong, “Farming Images: Animal Rights and Rights”, “The Basic Right Not to be Treated as a Thing”, “Animal Rights”. Agribusiness in Aotearoa New Zealand”, pp. 44-48.

Identify 3-5 different kinds of animal rights identiﬁed by these writers. Social Decision Making Draw up an Animal Rights Scorecard and rate the various techniques of industrial How and why do people make decisions about acceptable farming you have read about (above) on a scale of 0-10 (0 = no respect for the right ways of treating animals? Some people feel very strongly on in question; 10 = complete respect for that right). this issue and are prepared to take a stand, which includes 2006 Biza rro, © social action. Choose an animal rights activist person/group, Create a poster presenting your ﬁndings, which includes your own conclusions about and work through the following activities: Wrap up ANIMAL FACTORIES: INDUSTRIALISATION AND ITS EFFECTS ON HUMAN-ANIMAL RELATIONS animal rights and about the industrial farming of animals. • Complete a Structured Overview diagram (see Create your own political cartoon (see the English Online explanation and example at website links, page 37). unit at website links, page 37 and for more on political • As a representative of your group/individual, write cartoons) representing a point of view on industrial an informative article for a newspaper explaining the agriculture from what you have learnt. consequences of industrialised agriculture for animals. WEBSITE LINKS: ANIMAL FACTORIES Make your article easy to understand and relate to for TEACHING AND LEARNING everyday people. Include diagrams or sketches if you wish. SAMPLE ANIMAL RIGHTS SCORECARD TKI. Teaching Strategies. Think, Pair, Share. ESOL Online. See Write All About It for guidance on this kind of writing www.tki.org.nz/r/esol/esolonline/classroom/teach_strats/think_pair_share_e.php (website links, page 37). TKI. Jigsaw. Social Studies Online. www.tki.org.nz/r/socialscience/curriculum/SSOL/ronaldrulz/jigsaw_e.php

SAMPLE STRUCTURED OVERVIEW RESEARCH SAFE. Battery Hens. www.safe.org.nz/Campaigns/Battery-Hens/ TOPIC SAFE. Love Pigs Campaign. www.lovepigs.org.nz/Love-Pigs-campaign/

SUBHEADING SUBHEADING CAFF. Campaign Against Factory Farming. SUBHEADING www.caff.bravehost.com

SUB SUBHEADING SUB SUBHEADING (KEY TERM) (KEY TERM) SOCIAL DECISION MAKING Write All About It. Newspapers. The Language of News Stories. English Online. SUB SUB- SUB SUB- SUB SUB- SUB SUB- SUB SUB- HEADING HEADING HEADING HEADING HEADING www.english.unitecnology.ac.nz/resources/units/paperprod/language.html (KEY TERM) (KEY TERM) (KEY TERM) (KEY TERM) (KEY TERM) POLITICAL CARTOON Social and Political Cartoon Satire. English Online. www.english.unitecnology.ac.nz/resources/units/cartoon_satire/home.html

36 ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION 37 resources and texts a variety of written and visual texts for use with units of study and in the classroom section 2 topher Ewing Chris

ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION © ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION list of texts list of texts

EXTENDED WRITTEN TEXTS WRITTEN AND VISUAL TEXTS

NON-FICTION 158 ADVERTISEMENTS 44 Extract from Knowing Animals. “Farming Images: Animal Range of SAFE advertisements. Rights and Agribusiness in the Field of Vision”. Eds. Simmons, Laurence and Armstrong, Philip. 2007. 159 POSTERS Anti-fur and anti-leather posters. 49 Extract from The Monkey Wars. Blum, Deborah. 1995. 160 CAMPAIGN MATERIALS 54 Extracts from The Descent of Man and Selection in Packed with Cruelty. Relation to Sex. Darwin, Charles. 1874. Love Pigs.

60 Extract from The Animals Reader: The Essential Classic 162 LEAFLETS and Contemporary Readings. Eds. Kalof, Linda and Animals and Us. Fitzgerald, Amy. 2007. SHORT WRITTEN TEXTS Caring Consumer Guide. VISUAL AND ORAL TEXTS ON DVD 61 Extract from The Philosophical Writing of Descartes. 163 STICKERS, BADGES, T-SHIRTS MAGAZINE (LOCATED INSIDE FRONT COVER) “From the Letters of 1646 and 1649”. Eds. Cottingham, 130 The Animals’ Agenda Stallwood, Kim. Range of slogans. J. Kenny, A. Murdoch, D and Stoothoff, R. 1991. “A Conversation with Peter Singer (parts I & II)”. 1994. 164 CARTOONS NEWS 64 Extracts from Introduction to Animal Rights: Your Child Duck Shooting 137 The Animals’ Voice Magazine Ryder, Richard D. TV One News, 5 May 2007. © TVNZ Archive. or the Dog? Francione, Gary. 2000. “Beasts of Burden, Tiers of Tyranny”. 1990. 1.47 minutes. 68 Extracts from Animal Rights, Political and Social Change 141 SAFE Magazine (formerly Safeguard) Lyons, Keith. ELECTRONIC TEXTS CURRENT AFFAIRS in Britain since 1800. Kean, Hilda. 1998. “Thinking About Animals”. 1995. Animal Crazy — Part Two 167 Battery Hens SAFE Inc. NZ. Sunday, 3 June 2007. © TVNZ Archive. 5.42 minutes. 85 Extracts from The Old Brown Dog: Women, Workers, and 144 SAFE Magazine (formerly Safeguard) Vivisection in Edwardian England. Lansbury, Carol. 1985. “SAFE Proﬁles”. 1999. 167 Clean, Green and Cruelty Free TELEVISION COMMERCIAL Animal Protection Society. © 2007. Love Pigs 88 SAFE Inc. © 2007. 30 seconds. Extracts from Eternal Treblinka. Patterson, Charles. 145 SAFE Magazine (formerly Safeguard) 2002. 167 Compassionate Beasts Munro, Lyle. © 2001. “SAFE Editorial”. 1999. FILMS A Cow at My Table 102 Extract from Animal Revolution. Changing Attitudes 167 Cruelty-Free Consumption in New Zealand 146 SAFE Magazine (formerly Safeguard) Flying Eye Productions. © 1998. 35 minutes. Towards Speciesism. Ryder, Richard D. 2000. “SAFE in Action!” 2003. Potts, Annie and White, Mandala. New Zealand Centre for Human-Animal Studies. © 2007. Earthlings 105 Extracts from Animals and Human Society. “Pets and Nation Earth. © 2003. 8 minutes. the Development of Positive Attitudes to Animals”. NEWSPAPER 167 Earthlings Nation Earth. © 2003. Eds. Manning, Aubrey and Serpell, James. 1994. 148 Weekend Herald McAllister, Janet. The Meatrix “Animal Rights Fight Not Chicken Feed”. 2005. 167 For the Love of Pigs . . . SAFE Inc. NZ. Free Range Studios. © 2003. 3.30 minutes. 107 Extracts from Animal Liberation. Singer, Peter. 1995. 153 New York Times Leduff, Charlie. 167 Four Stages of Cruelty Hogarth, William. 114 ACTIVIST FOOTAGE Extract from Ethics into Action. Henry Spira and the “The Kill Floor”. In a Slaughterhouse Some Things Never Die. Graphic Witness. Animal Rights Movement. Singer, Peter. 2000. Mad World 2000. NZ Open Rescue. Summer 2006/7. 7 minutes. 167 Join the Campaign to Stop Animal Abuse

117 Extract from Animal Rights: The Changing Debate. “The Campaign Against Factory Farming. New Zealand. 154 Weekend Herald Masters, Catherine. Piglet Rescue Challenges of the Animal Advocacy Movement”. Ed. “A Tiger in the Court”. 2007. NZ Open Rescue. 11 May 2008. 6 minutes. Garner, Robert. 1996. 167 The Meatrix Free Range Studios. © 2003. Queen Street Pig Action 118 Extracts from Man and the Natural World. Thomas, SAFE. Auckland. 27 October 2007. 1 minute. Keith. 1984. Hawkes Bay Anti-vivisection Protests 122 Extract from The Extended Circle: A Dictionary of Save the Beagles. April 2008. 1.15 minutes. Humane Thought. Wynne-Tyson, Jon. 1986.

PHOTO GALLERY SAFE photo gallery (21 images). FICTION 123 Extract from The Jungle. Sinclair, Upton. 1906.

40 ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION 41 resources and texts extracts from extended written texts

ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION 43 extended written texts (non-fiction) 5

4 VANISHING ACT VANISHING

ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ACTION SOCIAL VALUES, HUMAN ANIMAL RIGHTS, ISSUE 2: KNOWING ANIMALS KNOWING

proliferation proliferation of certain kinds of animal images: pets, toys, zoo animals,

This This vanishing is both demonstrated and effected, Berger argues, by the

modern modern cultures as a result of capitalism, urbanization and industrialization.

possibility possibility of an authentic relation between human and animal, ‘vanishes’ in

discussed discussed within contemporary animal studies, that the ‘real’ animal, and the

These These manipulations of the ﬁeld of vision recall John Berger’s assertion, often

witnessing the cutting up of carcasses (Burt 2002, 36-7). 2002, (Burt carcasses of up cutting the witnessing

demonstration demonstration of vivisection, and a 1911 law against children under sixteen

later later legislation included the 1876 banning of public lectures involving the

that that children under fourteen should not witness killing in a slaughterhouse,”

on on limiting the visibility of their suffering: an 1857 Bill in Britain “proposed

ostensibly ostensibly designed to improve the treatment of animals, also concentrated

legislation legislation that emerged from early animal advocacy struggles, although

of of the seen and the unseen. The nineteenth- and early twentieth-century

animal animal use debate have often been attempts to the regulate power and impact

No No wonder, then, that the fruits of struggles between these two sides of the

demanded that images of animal suffering be removed from public visibility. public from removed be suffering animal of images that demanded

industries—the industries—the development of an urbancentered commodity capitalism has

the the use of animals— whether in science, medicine or farming and its support

of audience (Jasper 1997, 160-7). On the other hand, amongst those involved in in involved those amongst hand, other the On 160-7). 1997, (Jasper audience of

together together meanings appropriate to levels different of debate and various kinds

are are crucial to what he calls the “art of moral protest,” because they bring

visibly visibly charismatic animals of this kind provide “condensing symbols” that

both both sides produces an As elaborate spectacularism.[3] James Jasper suggests,

example example is the campaign against foxhunting in Britain, an issue that from

have have always been those that achieve the most striking visual impact: his

168-9). 168-9). Burt goes on to note that the most effective animal rights campaigns

visual reinforcement than, presumably, for of issues (Burt rights” human 2002, than, presumably, reinforcement visual

“animals “animals cannot speak up for themselves, so the message is in greater need of

One One reason for animal advocates’ reliance upon visual communication is that

visuality.

always always been visual in actual images and images, word nature: the language of

and and 90s.[2] Throughout this history, though, the most powerful rhetoric has

in in Battersea, London, to the ﬂurry of animal liberation actions in the 1980s

during during key historical instantiations, from the Old Brown Dog riots of 1907

Participants Participants tend to draw upon rhetorical markers and strategies established

feature of radical social action in industrialized societies for well over a century. century. a over well for societies industrialized in action social radical of feature Confrontations and debates over have animal been Confrontations experimentation a familiar . “Farming Images: Animal Rights and Agribusiness in the Field of Vision”. Vision”. Agribusiness in the Field of Rights and Animal “Farming Images: Philip. . Armstrong, permission of Brill. by Reproduced © 2007. Brill, Leiden: Animals. Knowing Philip. Armstrong, and Laurence Simmons, Ed.

Chapter 5 Chapter

MEDIA CIRCUS MEDIA

KNOWING ANIMALS KNOWING

FARMING IMAGES FARMING

or in the press.[1] the in or

and no more stories or images from the protest are seen on national television seen are on television and the or national stories no protest from images more

conclude conclude the week’s actions, the mainstream news media have lost interest,

as delegates are leaving. By the ﬁnal day, despite a large and elaborate vigil to vigil and elaborate a despite large By the day, ﬁnal leaving. are as delegates

under buses, and use bicycle locks to attach themselves to the roof of the hotel hotel of the roof to the themselves to attach locks bicycle use and buses, under

delegates on a wine-tasting expedition has to be abandoned. Protestors also lie lie also Protestors abandoned. be to has expedition wine-tasting a on delegates

protestors protestors stage a blockade, sitting across train tracks. The train-ride to take

recorded animal noises up at the hotel windows. On Thursday a dozen hooded hooded dozen a Thursday On windows. hotel the at up noises animal recorded

conference-goers; however the protestors gather anyway, chanting and blaring blaring and chanting anyway, gather protestors the however conference-goers;

protesters have heard similar assurances before. Wednesday is a rest day for the the for day rest a is Wednesday before. assurances similar heard have protesters

The The media are satisﬁed—“Scientists Answer Animal Concerns”—but the

conference conference organizers emerges with a prepared response for the cameras.

events events worldwide. On the second day a polished spokesperson for the

The The rest of the week follows a schedule that is familiar, by now, from such

shots they are permitted to take inside the meeting itself. meeting the inside take to permitted are they shots

feet of conference delegates walking back and forth inside the venue—the only only venue—the the inside forth and back walking delegates conference of feet

archival archival images of overseas animal experiments. The cameras also show the

faces, faces, and by from the are sound-bites accompanied spokespeople Coalition’s

Parliament. On the TV news that night, images of chanting protestors, hooded hooded protestors, chanting of images night, that news TV the On Parliament.

a sympathetic scientiﬁc researcher a and sympathetic scientiﬁc researcher a well-known Green Party Member of

animal experimentation to the gathered media, accompanied by speeches from from speeches by accompanied media, gathered the to experimentation animal

moment, the Coalition Against Vivisection releases a long-prepared report into into report long-prepared a releases Vivisection Against Coalition the moment,

by the organizers: “Anti-Vivisection Protestors Spit the Dummy!” At At the same Spit the Dummy!” Protestors “Anti-Vivisection by the organizers:

been been holding between their teeth, to coincide with the press release prepared

moment, twelve hooded protestors spit out the plastic baby comforters they have have they comforters baby plastic the out spit protestors hooded twelve moment,

conference venue, a top-range hotel. At eleven A.M., in a carefully choreographed choreographed carefully a in A.M., eleven At hotel. top-range a venue, conference

At 10.30 am, accompanied by drumbeats, the line of protestors approaches the the approaches protestors of line the drumbeats, by accompanied am, 10.30 At

woman tells her friend admiringly. friend her tells woman

only their eyes showing, like a balaclava: the effect is “very ALF,” as one young young one as ALF,” “very is effect the balaclava: a like showing, eyes their only

temperature much, temperature so some combine the neck-warmer with a beanie, leaving

for for the TV cameras at the protest site. The winter sunlight doesn’t raise the

specially made to stretch over made to their specially as heads, stretch part of to a be performance held

carry placards and carry and placards megaphones, they that wear have neck-warmers been

On On the ﬁrst day the protestors gather at 10 am, a block from the hotel. They

ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION SOCIAL VALUES, HUMAN RIGHTS, ANIMAL 2: ISSUE

44 44 . “Farming Images: Animal Rights and Agribusiness in the Field of Vision”. Vision”. Agribusiness in the Field of Rights and Animal “Farming Images: Philip. Armstrong, permission of Brill. by Reproduced © 2007. Brill, Leiden: Animals. Knowing Philip. Armstrong, and Laurence Simmons, Ed.

. “Farming Images: Animal Rights and Agribusiness in the Field of Vision”. Field of in the Agribusiness Rights and Animal Images: “Farming . Philip Armstrong, Images”. “Farming Five: Chapter from Extract extended written textS (non-fiction) textS written extended extended written texts (non-fiction)

KNOWING ANIMALS KNOWING ANIMALS

storybook animals, Disney animals, all conspire to replace the animal as animal This kind of realization results, inevitably, in a corresponding investment in with the animal as spectacle (Berger 1971; 1977a, b and c). We might ask, image management by those involved in animal experimentation. Jasper then, whether the struggles between animal advocates and their opponents describes how, after initial successes by antivivisection groups targeting Cornell for control over animal imagery constitute another such disappearance of the Medical school in Manhattan in 1987, NYU initiated a tactic that would become animal via spectacle. standard practice throughout the US: “Around the country, slick PR officials replaced scientists as spokespersons, accompanied by normal Americans extended written textS (non-fiction) Inevitably, in the media-saturated cultures of the late twentieth and early (especially children) who had been helped by biomedical research” (Jasper twenty-first centuries, attempts to engage in a struggle for visual representation 1997, 312-13). require animal advocates to show considerable virtuosity in their dealings with the media—a virtue necessitated by the unpopularity and complexity of their message, and the slenderness or nonexistence of their resource base (Sabloff MAMMALIAN PREPARATIONS 2001, 131). The organizers of protest events will therefore tend to combine noisy marches, street theatre, blockades and lockdowns to cater for the tastes of the NYU’s lessons appear to have been well learnt by ANZCCART, the body more radical participants. At the same time, they will also try to introduce more hosting the conference referred to at the start of this chapter. The acronym lasting images via news and information networks hungry for sensational stands for Australian and New Zealand Council for the Care of Animals in conflict and spectacular stereotypes. The increasing reliance upon visual media Research and Teaching—a name indicative of the kind of image-making that means that, over recent decades, the release of photographic or video evidence is this organization’s primary objective. A significant proportion of each of of the animal experimentation practices occurring ‘behind closed doors’ has its annual meetings addresses the public of animal industries and research in become more and more significant for anti-vivisection movements worldwide. today’s social climate. Thus, “Alex Pacheco’s secret photography of abuse of primates at the Silver Spring laboratory [was] crucial to the rise of People for the Ethical Treatment During the 2003 ANZCCART Conference, then, the real struggle was over of Animals (PETA),” now the world’s largest animal rights organization (Burt minutes on the TV news and columns in the newspapers. The conference title 2002, 168-9). Similarly, the impact of the animal liberation movement in Britain and theme—“Lifting the Veil: Finding Common Ground”—announced the depends largely upon infiltrations of companies like Huntingdon Life Sciences, intention of its organizers to regain the initiative over public representation and the public release of photos and video footage, such as the famous sequences of their work, and to do so by means of the language of visibility and of researchers beating and shaking the beagle dogs that comprise their standard transparency. To this end, presentations were included in the schedule that “mammalian preparations” (SHAC, “HLS Exposed”). Baker remarks that the directly criticized animal experimentation, both from an ethical and a scientific primary effectiveness of such imagery lies in its ability to represent a vast viewpoint (Kedgley, in Cragg et al. 2004, 27-32; Morris, in Cragg et al. 2004, imaginary unseen; he glosses the viewer’s response as follows: “if this scrap of 137-44). So too was an “open session” (that is, open to registered conference documentary evidence has been ... ‘stolen’ from the realm of what we are not delegates) during which small groups discussed various means by which “the permitted to see, how much more remains unseen?” (Baker 2001, 221). legitimate demands of citizens for transparency” could be met (Cragg et al. 2004, 134). Eight recommendations were produced in order pursue this goal, Again, those on the opposing side of the debate are far from ignorant of the which became the basis for the conference spokespeople’s reply to the media on power of such imagery: as a veteran journalist told one conference of animal the second day of the conference. These strategies for increased visibility were, experimenters a few years ago, of course, quite carefully qualified: for example,

Animals, especially their welfare, make great news stories. . . . Editors 1. Balanced information on the value and need for animal research and are delighted by the combination of sentiment, anthropomorphism, testing must be made readily available to the public at all levels (particularly indignation, commonality, highly graphic horror or cuteness and often, schools). . . . [R]eliable sources need to be established that can provide major economic signiﬁcance, that is wrapped up in many animal stories. authoritative information on animal research, in a proactive fashion. (Cragg (Johnstone, in Mellor, Fisher, and Sutherland 2000, 119) et al. 2004, 134; emphasis in original)

Armstrong, Philip. “Farming Images: Animal Rights and Agribusiness in the Field of Vision”. Armstrong, Philip. “Farming Images: Animal Rights and Agribusiness in the Field of Vision”. Ed. Simmons, Laurence and Armstrong, Philip. Knowing Animals. Leiden: Brill, © 2007. Reproduced by permission of Brill. Ed. Simmons, Laurence and Armstrong, Philip. Knowing Animals. Leiden: Brill, © 2007. Reproduced by permission of Brill. .

46 ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION 47 extended written texts (non-fiction)

Armstrong, Philip. “Farming Images: Animal Rights and Agribusiness in the Field of Vision”. Blum, Deborah. The Monkey Wars. Extract from Chapter Five: “Farming Images”. Extract from Chapter Five: “The Face of Evil”.

THE MONKEY WARS KNOWING ANIMALS

The emphasis on balance, reliability and authoritativeness invokes the conventional rebuttals of anti-vivisection claims—that they are biased, irrational, inaccurate and non-authoritative—but it also suggests the delegates’ sense of how much jurisdiction and initiative have been lost to the antivivisection movement. extended written textS (non-fiction)

[1] The events described here took place in the week of August 18 to 22, 2003, when delegates of several of the leading animal advocacy groups in Australasia converged in Christchurch, Aotearoa New Zealand, to confront the meeting of ANZCCART, the Australian and New Zealand body whose main function is to organize an annual conference of scientists engaged in live animal experimentation. Participants in the protest included from radical grassroots activist groups (which coalesced for the occasion under the heading of the “Animal Rights Alliance”), the Wellington-based National Anti-Vivisection Coalition, the Animal Rights Legal Advocacy Network, and SAFE (Save Animals From Exploitation), New Zealand’s largest and longest-standing animal rights group. For an insightful history and analysis of grassroots animal activism in Aotearoa New Zealand, including some background on the wider context of animal welfare and rights movements, see Beynon (2003).

[2] For discussion of the Old Brown Dog riots see Lansbury (1985) and Kean (1998); for an account of animal liberation activism in Britain during the late twentieth century, see Baker (2001); for accounts of action against animal experimentation in the United States see Jasper (1987).

[3] A comparable example from Australasia would be the campaign during the late 1990s by SAFE (Save Animals from Exploitation) against the use of exotic animals in circuses, which entailed negotiating the renunciation of this tradition by a prominent local circus, in combination with the release of two chimpanzees, Sonny and Buddy, and their relocation to the Chimfunshi Wildlife Orphanage in Zambia (SAFE 2000). This triumph coincided, not accidentally, with the apogee of SAFE’s national proﬁle, and its highest-ever levels of income and memberships. See Tanja Schwalm’s chapter in this volume for further discussion of this event.

Armstrong, Philip. “Farming Images: Animal Rights and Agribusiness in the Field of Vision”. Blum, Deborah. The Monkey Wars. New York: Oxford University Press, USA. © 1995. By permission of Oxford University Press, Inc. Ed. Simmons, Laurence and Armstrong, Philip. Knowing Animals. Leiden: Brill, © 2007. Reproduced by permission of Brill.

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Blum, Deborah. The Monkey Wars. Blum, Deborah. The Monkey Wars. Extract from Chapter Five: “The Face of Evil”. Extract from Chapter Five: “The Face of Evil”.

THE MONKEY WARS THE MONKEY WARS extended written textS (non-fiction)

Blum, Deborah. The Monkey Wars. New York: Oxford University Press, USA. © 1995. By permission of Oxford University Press, Inc. Blum, Deborah. The Monkey Wars. New York: Oxford University Press, USA. © 1995. By permission of Oxford University Press, Inc.

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Blum, Deborah. The Monkey Wars. Blum, Deborah. The Monkey Wars. Extract from Chapter Five: “The Face of Evil”. Extract from Chapter Five: “The Face of Evil”.

THE MONKEY WARS THE MONKEY WARS extended written textS (non-fiction)

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Darwin, Charles. The Descent of Man and Selection in Relation to Sex. Darwin, Charles. The Descent of Man and Selection in Relation to Sex. Extract from Chapter Three: “Comparison of the Mental Powers of Man and the Lower Animals”. Extract from Chapter Three: “Comparison of the Mental Powers of Man and the Lower Animals”.

THE DESCENT OF MAN AND SELECTION IN RELATION TO SEX THE DESCENT OF MAN AND SELECTION IN RELATION TO SEX

CHAPTER III So intense is the grief of female monkeys for the loss of their young, that it invariably caused the death of certain kinds kept under confinement by Brehm in N. Africa. Orphan monkeys were always adopted and carefully guarded by the other monkeys, both males COMPARISON OF THE MENTAL POWERS and females.... OF MAN AND THE LOWER ANIMALS Most of the more complex emotions are common to the higher animals and ourselves. Every one has seen how jealous a dog is of his master’s affection, if lavished on any extended written textS (non-fiction) My object in this chapter is to shew that there is no fundamental difference between other creature; and I have observed the same fact with monkeys. This shews that animals man and the higher mammals in their mental faculties. not only love, but have desire to be loved. Animals manifestly feel emulation. They love approbation or praise; and a dog carrying a basket for his master exhibits in a high degree ... the lower animals, like man, manifestly feel pleasure and pain, happiness and self-complacency or pride. There can, I think, be no doubt that a dog feels shame, as misery. Happiness is never better exhibited than by young animals, such as puppies, kittens, distinct from fear, and something very like modesty when begging too often for food. A lambs, etc., when playing together, like our own children. Even insects play together, as great dog scorns the snarling of a little dog, and this may be called magnanimity. Several has been described by that excellent observer, P. Huber (7. ‘Recherches sur les Moeurs des observers have stated that monkeys certainly dislike being laughed at... Dogs shew what Fourmis,’ 1810, p. 173.), who saw ants chasing and pretending to bite each other, like so may be fairly called a sense of humour, as distinct from mere play; if a bit of stick or other many puppies. such object be thrown to one, he will often carry it away for a short distance; and then squatting down with it on the ground close before him, will wait until his master comes The fact that the lower animals are excited by the same emotions as ourselves quite close to take it away. The dog will then seize it and rush away in triumph, repeating is so well established, that it will not be necessary to weary the reader by many details. the same manoeuvre, and evidently enjoying the practical joke. Terror acts in the same manner on them as on us, causing the muscles to tremble, the heart to palpitate, the sphincters to be relaxed, and the hair to stand on end. Suspicion, the We will now turn to the more intellectual emotions and faculties, which are offspring of fear, is eminently characteristic of most wild animals... Courage and timidity very important, as forming the basis for the development of the higher mental powers. are extremely variable qualities in the individuals of the same species, as is plainly seen in Animals manifestly enjoy excitement, and suffer from ennui, as may be seen with dogs, our dogs. Some dogs and horses are ill-tempered, and easily turn sulky; others are good- and, according to Rengger, with monkeys. All animals feel WONDER, and many exhibit tempered; and these qualities are certainly inherited. Every one knows how liable animals CURIOSITY... are to furious rage, and how plainly they shew it. Many, and probably true, anecdotes have been published on the long-delayed and artful revenge of various animals.... Hardly any faculty is more important for the intellectual progress of man than ATTENTION. Animals clearly manifest this power, as when a cat watches by a hole and The love of a dog for his master is notorious; as an old writer quaintly says (9. prepares to spring on its prey. Wild animals sometimes become so absorbed when thus Quoted by Dr. Lauder Lindsay, in his ‘Physiology of Mind in the Lower Animals,’ ‘Journal engaged, that they may be easily approached..... of Mental Science,’ April 1871, p. 38.), “A dog is the only thing on this earth that luvs you more than he luvs himself.” In the agony of death a dog has been known to caress It is almost superfluous to state that animals have excellent MEMORIES for his master, and every one has heard of the dog suffering under vivisection, who licked the persons and places. A baboon at the Cape of Good Hope, as I have been informed by Sir hand of the operator; this man, unless the operation was fully justified by an increase of Andrew Smith, recognised him with joy after an absence of nine months. I had a dog who our knowledge, or unless he had a heart of stone, must have felt remorse to the last hour of was savage and averse to all strangers, and I purposely tried his memory after an absence his life. of five years and two days. I went near the stable where he lived, and shouted to him in my old manner; he shewed no joy, but instantly followed me out walking, and obeyed me, As Whewell (10. ‘Bridgewater Treatise,’ p. 263.) has well asked, “who that reads exactly as if I had parted with him only half an hour before. A train of old associations, the touching instances of maternal affection, related so often of the women of all nations, dormant during five years, had thus been instantaneously awakened in his mind. Even ants, and of the females of all animals, can doubt that the principle of action is the same in the as P. Huber (18. ‘Les Moeurs des Fourmis,’ 1810, p. 150.) has clearly shewn, recognised two cases?” We see maternal affection exhibited in the most trifling details; thus Rengger their fellow-ants belonging to the same community after a separation of four months. observed an American monkey (a Cebus) carefully driving away the flies which plagued Animals can certainly by some means judge of the intervals of time between recurrent her infant; and Duvaucel saw a Hylobates washing the faces of her young ones in a stream. events.

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Darwin, Charles. The Descent of Man and Selection in Relation to Sex. The Project Gutenberg Etext, August 2000, [Etext #2300]. This eBook is for the use of anyone anywhere at no Darwin, Charles. The Descent of Man and Selection in Relation to Sex. The Project Gutenberg Etext, August 2000, [Etext #2300]. This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License available online at www.gutenberg.org cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License available online at www.gutenberg.org

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Darwin, Charles. The Descent of Man and Selection in Relation to Sex. Darwin, Charles. The Descent of Man and Selection in Relation to Sex. Extract from Chapter Three: “Comparison of the Mental Powers of Man and the Lower Animals”. Extract from Chapter Three: “Abstraction, General Conceptions, Self-Consciousness, Mental Individuality”.

THE DESCENT OF MAN AND SELECTION IN RELATION TO SEX THE DESCENT OF MAN AND SELECTION IN RELATION TO SEX

The IMAGINATION is one of the highest prerogatives of man. By this faculty ABSTRACTION, GENERAL CONCEPTIONS, he unites former images and ideas, independently of the will, and thus creates brilliant SELF-CONSCIOUSNESS, MENTAL INDIVIDUALITY. and novel results.... The value of the products of our imagination depends of course on the number, accuracy, and clearness of our impressions, on our judgment and taste in selecting or rejecting the involuntary combinations, and to a certain extent on our power of It would be very difficult for any one with even much more knowledge than I voluntarily combining them. As dogs, cats, horses, and probably all the higher animals, even possess, to determine how far animals exhibit any traces of these high mental powers. extended written textS (non-fiction) birds ... have vivid dreams, and this is shewn by their movements and the sounds uttered, This difficulty arises from the impossibility of judging what passes through the mind of we must admit that they possess some power of imagination. There must be something an animal; and again, the fact that writers differ to a great extent in the meaning which special, which causes dogs to howl in the night, and especially during moonlight, in that they attribute to the above terms, causes a further difficulty. If one may judge from various remarkable and melancholy manner called baying. All dogs do not do so; and, according articles which have been published lately, the greatest stress seems to be laid on the to Houzeau (21. ibid. 1872, tom. ii. p. 181.), they do not then look at the moon, but at some supposed entire absence in animals of the power of abstraction, or of forming general fixed point near the horizon. Houzeau thinks that their imaginations are disturbed by the concepts. But when a dog sees another dog at a distance, it is often clear that he perceives vague outlines of the surrounding objects, and conjure up before them fantastic images: if that it is a dog in the abstract; for when he gets nearer his whole manner suddenly changes, this be so, their feelings may almost be called superstitious. if the other dog be a friend. A recent writer remarks, that in all such cases it is a pure assumption to assert that the mental act is not essentially of the same nature in the animal Of all the faculties of the human mind, it will, I presume, be admitted that as in man. If either refers what he perceives with his senses to a mental concept, then so do REASON stands at the summit. Only a few persons now dispute that animals possess some both. (44. Mr. Hookham, in a letter to Prof. Max Muller, in the ‘Birmingham News,’ May power of reasoning. Animals may constantly be seen to pause, deliberate, and resolve. It 1873.) When I say to my terrier, in an eager voice (and I have made the trial many times), is a significant fact, that the more the habits of any particular animal are studied by a “Hi, hi, where is it?” she at once takes it as a sign that something is to be hunted, and naturalist, the more he attributes to reason and the less to unlearnt instincts ... generally first looks quickly all around, and then rushes into the nearest thicket, to scent for any game, but finding nothing, she looks up into any neighbouring tree for a squirrel. It has often been said that no animal uses any tool; but the chimpanzee in a state Now do not these actions clearly shew that she had in her mind a general idea or concept of nature cracks a native fruit, somewhat like a walnut, with a stone... I have myself seen a that some animal is to be discovered and hunted? young orang put a stick into a crevice, slip his hand to the other end, and use it in the proper manner as a lever. The tamed elephants in India are well known to break off branches It may be freely admitted that no animal is self-conscious, if by this term it is of trees and use them to drive away the flies; and this same act has been observed in an implied, that he reflects on such points, as whence he comes or whither he will go, or what elephant in a state of nature. (39. The Indian Field, March 4, 1871.) I have seen a young is life and death, and so forth. But how can we feel sure that an old dog with an excellent orang, when she thought she was going to be whipped, cover and protect herself with a memory and some power of imagination, as shewn by his dreams, never reflects on his blanket or straw. In these several cases stones and sticks were employed as implements; past pleasures or pains in the chase? And this would be a form of self-consciousness... but they are likewise used as weapons... It is generally admitted, that the higher animals possess memory, attention, association, and even some imagination and reason. If these powers, which differ much in different In the Zoological Gardens, a monkey, which had weak teeth, used to break open animals, are capable of improvement, there seems no great improbability in more complex nuts with a stone; and I was assured by the keepers that after using the stone, he hid it in faculties, such as the higher forms of abstraction, and self- consciousness, etc., having the straw, and would not let any other monkey touch it. Here, then, we have the idea of been evolved through the development and combination of the simpler ones. It has been property; but this idea is common to every dog with a bone, and to most or all birds with urged against the views here maintained that it is impossible to say at what point in the their nests. ascending scale animals become capable of abstraction, etc.; but who can say at what age this occurs in our young children? We see at least that such powers are developed in children by imperceptible degrees.

That animals retain their mental individuality is unquestionable. When my voice awakened a train of old associations in the mind of the before- mentioned dog, he must have retained his mental individuality, although every atom of his brain had probably undergone change more than once during the interval of ﬁve years...

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Darwin, Charles. The Descent of Man and Selection in Relation to Sex. Darwin, Charles. The Descent of Man and Selection in Relation to Sex. Extract from Chapter Three: “Language”. Extract from Chapter Four: “Summary of the Last Two Chapters”.

THE DESCENT OF MAN AND SELECTION IN RELATION TO SEX THE DESCENT OF MAN AND SELECTION IN RELATION TO SEX

LANGUAGE. CHAPTER IV

This faculty has justly been considered as one of the chief distinctions between man and the lower animals. But man, as a highly competent judge, Archbishop Whately remarks, “is not the only animal that can make use of language to express what is passing SUMMARY OF THE LAST TWO CHAPTERS. in his mind, and can understand, more or less, what is so expressed by another.” (47.

extended written textS (non-fiction) Quoted in ‘Anthropological Review,’ 1864, p. 158.) In Paraguay the Cebus azarae when excited utters at least six distinct sounds, which excite in other monkeys similar emotions. There can be no doubt that the difference between the mind of the lowest man (48. Rengger, ibid. s. 45.) The movements of the features and gestures of monkeys are and that of the highest animal is immense..... understood by us, and they partly understand ours, as Rengger and others declare. It is a more remarkable fact that the dog, since being domesticated, has learnt to bark (49. See Nevertheless the difference in mind between man and the higher animals, great as my ‘Variation of Animals and Plants under Domestication,’ vol. i. p. 27.) in at least four or it is, certainly is one of degree and not of kind. We have seen that the senses and intuitions, five distinct tones. the various emotions and faculties, such as love, memory, attention, curiosity, imitation, reason, etc., of which man boasts, may be found in an incipient, or even sometimes in a Although barking is a new art, no doubt the wild parent-species of the dog well-developed condition, in the lower animals. They are also capable of some inherited expressed their feelings by cries of various kinds. With the domesticated dog we have the improvement, as we see in the domestic dog compared with the wolf or jackal. If it could bark of eagerness, as in the chase; that of anger, as well as growling; the yelp or howl of be proved that certain high mental powers, such as the formation of general concepts, self- despair, as when shut up; the baying at night; the bark of joy, as when starting on a walk consciousness, etc., were absolutely peculiar to man, which seems extremely doubtful, with his master; and the very distinct one of demand or supplication, as when wishing it is not improbable that these qualities are merely the incidental results of other highly- for a door or window to be opened. According to Houzeau, who paid particular attention advanced intellectual faculties; and these again mainly the result of the continued use of a to the subject, the domestic fowl utters at least a dozen significant sounds. (50. ‘Facultes perfect language. At what age does the new-born infant possess the power of abstraction, Mentales des Animaux,’ tom. ii. 1872, p. 346-349.) or become self-conscious, and reflect on its own existence? We cannot answer; nor can we answer in regard to the ascending organic scale. The half-art, half-instinct of language still The habitual use of articulate language is, however, peculiar to man; but he uses, bears the stamp of its gradual evolution. in common with the lower animals, inarticulate cries to express his meaning, aided by gestures and the movements of the muscles of the face. (51. See a discussion on this subject in Mr. E.B. Tylor’s very interesting work, ‘Researches into the Early History of Mankind,’ 1865, chaps. ii. to iv.) This especially holds good with the more simple and vivid feelings, which are but little connected with our higher intelligence. Our cries of pain, fear, surprise, anger, together with their appropriate actions, and the murmur of a mother to her beloved child are more expressive than any words. That which distinguishes man from the lower animals is not the understanding of articulate sounds, for, as every one knows, dogs understand many words and sentences. In this respect they are at the same stage of development as infants, between the ages of ten and twelve months, who understand many words and short sentences, but cannot yet utter a single word. It is not the mere articulation which is our distinguishing character, for parrots and other birds possess this power. Nor is it the mere capacity of connecting definite sounds with definite ideas; for it is certain that some parrots, which have been taught to speak, connect unerringly words with things, and persons with events. (52. I have received several detailed accounts to this effect. Admiral Sir B.J. Sulivan, whom I know to be a careful observer, assures me that an African parrot, long kept in his father’s house, invariably called certain persons of the household, as well as visitors, by their names. He said “good morning” to every one at breakfast, and “good night” to each as they left the room at night, and never reversed these salutations...

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Kalof, Linda. The Animals Reader: The Essential Classic and Contemporary Readings. Descartes, René. The Philosophical Writings of Descartes. Extract from: Chapter Nine: “ René Descartes: From the Letters of 1646 and 1649”. Extract from “From the Letter to the Marquess of Newcastle, 23 November 1646”.

THE PHILOSOPHICAL WRITINGS OF DESCARTES

THE ANIMALS READER FROM THE LETTER TO THE MARQUESS OF NEWCASTLE, 23 NOVEMBER 1646

I cannot share the opinion of Montaigne and others who attribute understanding or thought to animals. I am not worried that people say that men have an absolute empire over all the other animals; because I agree that some of them are stronger than us, and René Descartes, who lived from 1596 to 1650, was a French believe that there may also be some who have an instinctive cunning capable of deceiving philosopher, scientist, and mathematician. Known as the the shrewdest human beings. But I observe that they only imitate or surpass us in extended written textS (non-fiction) father of modern science, he rejected all ideas that could not those of our actions which are not guided by our thoughts. It often happens that be verified through direct observation, thus establishing we walk or eat without thinking at all about what we are doing; and similarly, without using our reason, we reject things which are harmful for us, and parry the blows aimed the backbone of the scientific method. Also considered the at us. Indeed, even if we expressly willed not to put our hands in front of our head founder of modern philosophy, Descartes wrote on topics when we fall, we could not prevent ourselves. I think also that if we had no thought related to the natural sciences, mind, body, and the nature we would eat, as the animals do, without having to learn to; and it is said that those of reality. [He was the author of the famous dictum, “I who walk in their sleep sometimes swim across streams in which they would drown think, therefore I am.”] His contributions have been varied if they were awake. As for the movements of our passions, even though in us they are and numerous, but the most central to the animal question accompanied with thought because we have the faculty of thinking, it is none the less very clear that they do not depend on thought, because they often occur in spite of us. is his distinction between humans and other animals based Consequently they can also occur in animals, even more violently than they do in human on the possession of a mind and a capacity for conscious beings, without our being able to conclude from that that they have thoughts. thought. In the extracts presented here from his letters to In fact, none of our external actions can show anyone who examines them the Marquess of Newcastle (William Cavendish, Royalist that our body is not just a self-moving machine but contains a soul with thoughts, general, patron of science and literature) and Henry More with the exception of words, or other signs that are relevant to particular topics (a Cambridge philosopher), Descartes discusses what he without expressing any passion. I say words or other signs, because deaf-mutes use signs as we use spoken words; and I say that these signs must be relevant, to exclude considers to be the prejudicial belief held by Montaigne and the speech of parrots, without excluding the speech of madmen, which is relevant to Pythagoras that animals are thinking beings. He cites lack particular topics even though it does not follow reason. I add also that these words of speech by animals as evidence of his claim that animals or signs must not express any passion, to rule out not only cries of joy or sadness do not think, reasoning that since animals have the organs and the like, but also whatever can be taught by training animals. If you teach a magpie necessary for speech their lack thereof must be the result of to say good-day to its mistress, which it sees her approach, this can only be by making a paucity of the thoughts necessary to motivate speech. He the utterance of this word the expression of one of its passions. For instance it will be an expression of the hope of eating, if it has always been given a titbit when it says therefore concludes that animal actions are not inspired it. Similarly, all the things which dogs, horses, and monkeys are taught to perform by thought, but instead are instinctual or mechanical, are only expressions of their fear, their hope, or their joy; and consequently they can and as mechanical entities animals lack souls. This kind be performed without any thought. Now it seems to me very striking that the use of ‘Cartesian” thinking has had far-reaching impacts of words, so defined, is something particular to human beings. Montaigne and Charron on Western philosophy and science, with substantial may have said that there is more difference between one human being and another than implications for the moral and ethical issues surrounding between a human being and an animal; but there has never been known an animal so perfect as to use a sign to make other animals understand something which expressed the animal question. no passion; and there is no human being so imperfect as not to do so, since even deaf- mutes invent special signs to express their thoughts. This seems to me a very strong argument to prove that the reason why animals do not speak as we do is not that they lack the organs but that they have no thoughts. It cannot be said that they speak to each other and that we cannot understand them; because since dogs and some other animals express their passions to us, they would express their thoughts also if they had any.

Kalof Linda. “René Descartes: From the Letters of 1646 and 1649”. The Animals Reader: The Essential Classic and Contemporary Readings. René Descartes. “From the Letters of 1646 and 1649”. The Philosophical Writings of Descartes. Eds. Cottingham, John. Kenny, Anthony. Murdoch, Eds. Kalof, Linda and Fitzgerald, Amy. Oxford; New York: Berg, ©2007. Reproduced by permission of Berg. Dugald. Stoothoff, Robert. Cambridge University Press, © 1991. Reproduced by permission of Cambridge University Press.

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Descartes, René. The Philosophical Writings of Descartes. Descartes, René. The Philosophical Writings of Descartes. Extracts from “From the Letter to the Marquess of Newcastle, 23 November 1646” and Extracts from “From the Letter to More, 5 February 1649”. “From the Letter to More, 5 February 1649”.

THE PHILOSOPHICAL WRITINGS OF DESCARTES THE PHILOSOPHICAL WRITINGS OF DESCARTES

I know that animals do many things better than we do, but this does not that since they have eyes, ears, tongues, and other sense-organs like ours, it seems surprise me. It can even be used to prove they act naturally and mechanically, like likely that they have sensation like us; and since thought is included in our mode of a clock which tells the time better than our judgment does. Doubtless when the sensation, similar thought seems to be attributable to them. This argument, which swallows come in spring, they operate like clocks. The actions of the honeybees are of is very obvious, has taken possession of the minds of men from their earliest age. the same nature, and the discipline of cranes in flight, and apes in fighting, if it is true But there are other arguments, stronger and more numerous, but not so obvious to that they keep discipline. Their instinct to bury their dead is no stranger than that of everyone, which strongly urge the opposite. One is that it is more probable that worms dogs and cats who scratch the earth for the purpose of burying their excrement; they and flies and caterpillars move mechanically than that they all have immortal souls. extended written textS (non-fiction) hardly ever actually bury it, which shows that they act only by instinct and without It is certain that in the bodies of animals, as in ours, there are bones, nerves, thinking. The most that one can say is that though animals do not perform any action muscles, animal spirits, and other organs so disposed that they can by themselves which shows us that they think, still, since the organs of their body are not very without any thought, give rise to all the animal motions we observe. This is very clear different from ours, it may be conjectured that there is attached to those organs in convulsive movements when the machine of the body moves despite the soul, and some thoughts such as we experience in ourselves, but of a very much less perfect sometimes more violently and in a more varied manner than when it is moved by the kind. To which I have nothing to reply except that if they thought as we do, they will. would have an immortal soul like us. This is unlikely, because there is no reason to Second, it seems reasonable, since art copies nature, and men can make various believe it of some animals without believing it of all, and many of them such as oysters automata which move without thought, that nature should produce its own automata, and sponges are too imperfect for this to be credible. But I am afraid of boring you much more splendid that artificial ones. These natural automata are the animals. This with this discussion, and my only desire is to show you that I am, etc. is especially likely since we have no reason to believe that thought always accompanies the disposition of organs which we find in animals. It is much more wonderful that a mind should be found in every human body than that one should be lacking in every animal. But in my opinion the main reason which suggests that the beasts lack thought is the following. Within a single species some of them are more perfect than others, as men are too. This can be seen in horses and dogs, some of whom learn what they are FROM THE LETTER TO MORE, 5 FEBRUARY 1649 taught much better than others. Yet, although all animals easily communicate to us, by voice or bodily movement, their natural impulses of anger, fear, hunger, and so on, it has But there is no prejudice to which we are all more accustomed from our earliest years never yet been observed that any brute animal reached the stage of using real speech, than the belief that dumb animals think. Our only reason for this belief is the fact that that is to say, of indicating by word or sign something pertaining to pure thought and we see that many of the organs of animals are not very different from ours in shape not to natural impulse. Such speech is the only certain sign of thought hidden in a and movement. Since we believe that there is a single principle within us which causes body. All men use it, however stupid and insane they may be, and though they may lack these motions – namely the soul, which both moves the body and thinks – we do not tongue and organs of voice; but no animals do. Consequently it can be taken as a real doubt that some such soul is to be found in animals also. I came to realize, however, specific difference between men and dumb animals. that there are two different principles causing our motions: one is purely mechanical For brevity’s sake I here omit the other reasons for denying thought to and corporeal and depends solely on the force of the spirits and the construction of animals. Please note that I am speaking of thought, and not of life or sensation. I do our organs, and can be called the corporeal soul; the other is the incorporeal mind, not deny life to animals, since I regard it as consisting simply of the heat of the heart; the soul which I have defined as a thinking substance. Thereupon I investigated more and I do not deny sensation, in so far as id depends on a bodily organ. Thus my opinion carefully whether the motions of animals originated from both these principles or is not so much cruel to animals as indulgent to men – at least to those of us not from one only. I soon saw clearly that they could all originate from the corporeal and given to the superstitions of Pythagoras – since it absolves them from the suspicion mechanical principle, and I thenceforward regarded it as certain and established that we of crime when they eat or kill animals. cannot at all prove the presence of a thinking soul in animals. I am not disturbed by Perhaps I have written at too great length for the sharpness of your intelligence; the astuteness and cunning of dogs and foxes, or all the things which animals do for but I wished to show you that very few people have yet sent me objections which the sake of food, sex, and fear; I claim that I can easily explain the origin of all of were as agreeable as yours. Your kindness and candour has made you a friend of that the from the constitution of their organs. most respectful admirer of all who seek true wisdom. But though I regard it as established that we cannot prove there is any thought in animals, I do not think it is thereby proved that there it not, since the René Descartes human mind does not reach into their hearts. But when I investigate what is most probable in this matter, I see no argument for animals having thoughts except the fact

René Descartes. “From the Letters of 1646 and 1649”. The Philosophical Writings of Descartes. Eds. Cottingham, John. Kenny, Anthony. Murdoch, René Descartes. “From the Letters of 1646 and 1649”. The Philosophical Writings of Descartes. Eds. Cottingham, John. Kenny, Anthony. Murdoch, Dugald. Stoothoff, Robert. Cambridge University Press, © 1991. Reproduced by permission of Cambridge University Press. Dugald. Stoothoff, Robert. Cambridge University Press, © 1991. Reproduced by permission of Cambridge University Press.

62 ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION 63 extended written texts (non-fiction)

Francione, Gary. Introduction to Animal Rights: Your Child or the Dog? Francione, Gary. Introduction to Animal Rights: Your Child or the Dog? Extract from Introduction: “The Concept of Rights”. Extract from Introduction: “The Basic Right Not to Be Treated as a Thing”.

INTRODUCTION TO ANIMAL RIGHTS: YOUR CHILD OR THE DOG INTRODUCTION TO ANIMAL RIGHTS: YOUR CHILD OR THE DOG extended written textS (non-fiction)

Francione, Gary. Introduction to Animal Rights: Your Child or the Dog? Philadelphia: Temple University Press, © 2000. “Introduction” Francione, Gary. Introduction to Animal Rights: Your Child or the Dog? Philadelphia: Temple University Press, © 2000. “Introduction” Used by permission of Temple University Press. © 2000 by Temple University. All Rights Reserved. Used by permission of Temple University Press. © 2000 by Temple University. All Rights Reserved.

64 ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION 65 extended written texts (non-fiction)

Francione, Gary. Introduction to Animal Rights: Your Child or the Dog? Francione, Gary. Introduction to Animal Rights: Your Child or the Dog? Extract from Introduction: “Animal Rights”. Extract from Introduction: “Animal Rights”.

INTRODUCTION TO ANIMAL RIGHTS: YOUR CHILD OR THE DOG INTRODUCTION TO ANIMAL RIGHTS: YOUR CHILD OR THE DOG extended written textS (non-fiction)

66 ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION ISSUE 2: ANIMAL RIGHTS, HUMAN VALUES, SOCIAL ACTION 67 extended written texts (non-fiction)

Kean, Hilda. Animal Rights, Political and Social Change in Britain since 1800. Kean, Hilda. Animal Rights, Political and Social Change in Britain since 1800. Extract from Chapter One: Radicals, Methodists and the Law for Animals. “Parliamentary Debates”. Extract from Chapter One: Radicals, Methodists and the Law for Animals. “Parliamentary Debates”.